In recent years, there have been attempts to diminish the privileged position held by the construct of intelligence. Made pre-eminent by such luminaries as Binet, Terman, and Spearman, recently traditional intelligence has been demoted to simply another variable. With the rise of multiple intelligence and emotional intelligence, traditional Intelligence Quotient (IQ) is challenged by Emotional Quotient (EQ). In gifted education, current theories of giftedness, while retaining intelligence as a criterion, add other criteria, such as productivity, as necessary to define giftedness -- a dramatic shift from Terman's sole criterion of high IQ score. In contrast, Dabrowski's theory of positive disintegration dethrones the construct and relegates intelligence to a subservient role. This article discusses Dabrowski's perspective on intelligence and responds to the question: To what is intelligence subservient? [Note: The volume number (1), issue number (2), and publication date December 2013 shown on the PDF are incorrect. The correct citation for this article is v2 n1 August 2014.]