"The definition of an intellectual is someone who has been educated beyond his or her intelligence"

Richard Belzer’s assertion that an intellectual is someone “educated beyond his or her intelligence” offers a sharp, somewhat ironic commentary on the role of formal education and the limits of learned knowledge. The statement implies a disconnect between the accumulation of academic credentials and the practical application or understanding, the wisdom, one might expect such education to confer. At its core, the remark questions whether prolonged exposure to academic systems necessarily correlates with genuine intellectual capability or insight.

A key idea present is the suggestion that there is a distinction between intelligence, often associated with innate problem-solving ability, adaptability, and critical thinking, and education, which can be equated with the absorption of information, mastery of formal procedures, and acquisition of socially recognized markers of learning. By saying someone can be "educated beyond" their intelligence, Belzer mocks those who amass degrees or knowledge without corresponding depth, humility, or the ability to apply that learning effectively.

The quote also reflects a skepticism toward credentialism, the tendency to equate formal qualifications with true competence or intellect. Sometimes, highly educated individuals may exhibit inflexibility, arrogance, or lack of self-awareness, missing the subtleties, common sense, or practical wisdom that might guide better decision-making. Belzer’s word choice hints at the unintended consequences of overeducation: it can produce people who are well-versed in theory but lack intuitive understanding, genuine curiosity, or the ability to relate learned concepts to the real world.

Underlying the humor, there is a call for self-awareness and humility among those who are highly educated. It serves as a reminder that genuine intelligence is characterized by critical inquiry, open-mindedness, and the capacity to question one’s own assumptions, not merely by the accumulation of facts or accolades. The value of intelligence lies as much in adaptability and insight as in rote learning or formal education.