We have, since forever, had opinions. Opinions are a natural part of consciousness, thought, beliefs, discussions, and debate. This provides the means for everyone to express perspectives, challenge assumptions, agree to disagree, and explore possibilities. However, while opinions may stimulate inquiry, opinions alone do not create merit, enhance excellence, advance knowledge, or produce the achievements that have, as history informs, shaped civilizations (Dwyer, 2023; Ericsson, 2008).
History informs us that human progress has depended upon the discovery and application of objective sustained realities, i.e., universal truths, that exist independently of personal beliefs, opinions, or preferences.
Observations, Analysis, Testing, Failures and Successes
From the creation of the first stone tools to the application of the wheel, agriculture, the printing press, the scientific method, medicine, engineering, science, and, of course, much more, all manner of advancements have relied upon observation, analysis, testing, failures, successes, and the application of principles that consistently proved themselves to be reliable, which advanced skills, knowledge, understanding, insights, potential, and possibilities (Ericsson & Harwell, 2019; Krauss, 2024).
The philosophers, mathematicians, physicians, and scholars of ancient Greece and many other civilizations contributed through perseverance, resilience, constant study, and unrelenting personal application to the instructional, pedagogical, and educational principles of inquiry-based learning and associated achievements.
By continually critically questioning assumptions, applying reason, adhering to universal mathematical principles, and objectively investigating the natural world, all of these different civilizations helped to eventually establish the intellectual foundations that would later influence the Renaissance, the Age of Reason and Enlightenment, and ultimately lead to the development of the scientific method.
As such, it would be reasonable to declare that during these periods, increasing importance was eventually placed upon evidence, rational investigation, and the systematic critical examination of what could be later described as the existing empirical and quantifiable world (Ericsson, 2008; Krauss, 2024; Nouh, 2023; Yapijakis, 2009).
Skills, Knowledge, Insights, Understanding, and Learning
The social significance of this intellectual shift was profound. Skills, knowledge, insights, understanding, and learning itself became associated not merely with what people thought, perceived, or believed to be true, but with what could be observed, empirically examined, tested, and applied.
As noted, the scientific method emerged from this objective approach and provided a structured means through which thoughts, beliefs, and assumptions could be evaluated against observable reality. Ideas and opinions, as always, remained important, but ideas, perceptions, and opinions alone were not sufficient; they required research-based objective testing and verification.
The practical success of science, medicine, engineering, and technology has largely depended upon the systematic, quantifiable application of observation, testing, objective evidence, and critical inquiry. In this regard, claims about the existing world increasingly came to be evaluated not solely by belief, preferences, or opinions, but by their ability to withstand sustained empirical examination and objective verification (Atallah, 2018; Barz & Achimaș-Cadariu, 2016; Ghasemi et al., 2025).
The MACE Principle
This distinction becomes particularly important when considering the pursuit of excellence. Excellence is not a product of wishful thinking, preference, or opinion. Rather, excellence emerges through engagement with universal realities that govern learning, performance, and achievement.
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One way of understanding this process is through what I refer to as the MACE principle. The pursuit of excellence requires Motivation, Application, Commitment, and Effort, and the actions of these four constructs contribute to Merit, Achievement, Competence, and Excellence.
Put simply, Motivation mobilizes Merit, Application advances Achievement, Commitment creates Competence, and Effort enhances Excellence. Research dealing with mastery, expertise, and deliberate practice consistently demonstrates that merit, achievement, competence, and excellence are developed through sustained engagement, repetition, perseverance, resilience, and continual refinement (Coyle, 2010; Datu, 2021; Ericsson, 2008; Ericsson & Harwell, 2019).
The broader lesson may be remarkably simple. We are all self-evidently free to have opinions, and opinions can, and do, serve a useful purpose in encouraging discussion and inquiry. However, opinions, beliefs, perspectives, and interpretations possess their greatest practical value when they are subjected to continuous analysis, examination, objective evidence, and unrelenting critical evaluation.
The Application and Adherence to Universal Principles
Throughout history, the advancement of skills, knowledge, understanding, competence, achievement, and excellence has depended not upon opinions, or what people preferred to believe, but upon the immutable application and adherence to universal principles that remain unchanged regardless of personal opinions or beliefs.
From the first stone tools to modern scientific achievements, skills, knowledge, and progress have been built upon this foundation. Gravity, arithmetic, geometry, physics, chemistry, thermodynamics, biological processes, and skill acquisition all function according to universal principles regardless of opinion.
As such, Postmodern Relativism opinions may begin a conversation, but, ultimately and immutably merit, achievement, competence, and excellence have developed and advanced through the self-motivated, disciplined pursuit of critical thinking and higher-order reasoning and the application of quantifiable universal truths, resilience, and perseverance (Atallah, 2018; Barz & Achimaș-Cadariu, 2016; Coyle, 2010; Datu, 2021; Ericsson, 2008; Ericsson & Harwell, 2019; Ghasemi et al., 2025).