Memorising the verbalised and pre-digested solutions to exercises is relatively easy. Testing and evaluating proposed solutions to real problems is difficult, demanding and frustrating. There is no educational behavioural change without frustration. The capacity to deal with frustration is essential to education. Pedagogical processors often refer to what they call 'intelligence' and by which they mean the ability to memorise verbalised forms of the pre-digested solutions to exercises.
Intelligence is equated with verbal memory.
In the context of education intelligence means flexibility - the ability to change behaviour to deal with changing problems. Instead of the emphasis upon memory, flexibility includes the ability to forget obsolete, unworkable and repetitious behaviour patterns. Yes, of course. There is no need to re-invent the wheel every time we drive a car. In the best of societies processing will be required to transmit selected values from the past.