Summary Of Hidden Intellectualism By Gerald Graff

The essay Hidden Intellectualism is based upon whether street smart should be considered equal with academic intelligence. Many people have remarkable street intelligence, but have very little academic intelligence. The author of the essay, Gerald Graff uses his personal examples before college of possessing street smarts then developing academic intelligence. More often than not students prefer video games, clothes designers and sports. “It’s a good bet that students get hooked on reading and writing by doing term papers on Source, they will eventually get to On Liberty” (Graff, pg 250) most likely students would prefer reading a book and writing a paper on a topic of their choice, and be better informed about the subject to write the paper,

Graff’s main purpose in writing this essay is to critique the education system and its inability to divulge the hidden treasures of knowledge encased in student’s hobbies, street smarts, extracurricular actives and social interest. Graff gives a supporting experience to his claim by using his childhood as it relates to this issue. His love of sports and unending quest

In this excerpt, the author expresses it’s important to have knowledge not only in school but out of school as well. For instance, Gerald Graff states “I believe that street smarts beat out book smarts in our culture not because streets smarts are nonintellectual, as we generally suppose, but because they satisfy an intellectual thirst more thoroughly than school cultures, which seems pale and unreal,” (par. 11). In other words, the author elaborates on the importance of also having street smarts because you will need knowledge from school and outside of school in real world situation. This

He goes onto explain that by talking about subjects such as sports, one is able to experience the topics of arguments, debates, and even statistics in a way that the subjects in school could not live up to. We see him talk about how everyday culture can be applied to the world much more than the topics and readings we learn about in school, as this culture is able to be talked about more enthusiastically with someone one had just met. Children would also be able to look at the world in a different light, as they would be learning essential life skills and essential knowledge in an interesting, exciting way. Graff faults the schooling systems for not being able to grasp his youthful attention, and the attention of so many of today’s children. Graff closes by saying that helping children find their intellectualism within themselves is still a work in progress.

In the article “Hidden Intellectualism” written by Gerald Graff, Graff target college students to inform them about a hidden intellectualism that can be found in our everyday society. In the article Graff draws attention to the many types and ways different people can identify with intellectualism. He argues that people are intelligent in several ways and just need to learn how to plug the intellectualism they enjoy into a school-like setting during classes. He exemplifies this by using his own intellect within sports and such as an adolescent. While being very analytical of sports team movies, and the toughness he and his friends engaged in, he was unknowingly before now trained to be intellect in a class room and other school subjects.

“Hidden Intellectualism” an article written by Gerald Graff is a very interesting piece of writing intended for the audience of high school and college educators. Throughout the text Graff argues that high schools and colleges are failing to incorporate topics that interest street smart students into the school system, which is therefore resulting in street smart students failing to do well academically in high school and college. He uses his own personal anecdote to support this. Graff successfully persuades his audience that high school and colleges can develop a student’s intellectualism by using topics that already interests students. He successfully does this through the use of development, conventions, and evidence.

Academic work should not define intelligence nor should a job define ability; a person, regardless of grades, degrees, or job title, is an intellect. Together, Gerald Graff, a coauthor of They Say I say, professor, and former anti-intellect, author of "Hidden Intellectualism," and Mike Rose, professor, author, and in depth thinker, author of "Blue-Collar Brilliance," share two different perspectives on what an intellect truly is. Yet, both writings hold meaningful points and experiences to prove who qualifies to be an intellect. Society continuously focuses on what leads to a successful and rounded life: go to school, graduate, go back to school, get a degree, and then a job. It is believed that these high expectations of higher academics enables one to be more successful is correct; however, it is not. It is a person’s individual goals that give them the success they wish to have whether that be education, volunteering, or donating. Also, street smarts is not to be overlooked; a person with common sense can know more than a Doctor. Typically, a person can have either common sense or intelligence, not both. Street smarts is, without a doubt, a superior quality to possess as it encompasses more in life than just a degree does. For example, it is more appropriate to know how to cross a street properly in life than know how to perform a craniotomy. Furthermore, one does not gain knowledge and life lessons through school alone, but through experience,

Many intelligent kids are being overlooked because of the stigma of being a “nerd,” as well as the fact that anti-intellectualism is becoming more popular. A man, author Grant Penrod, wrote “Anti-Intellectualism: Why We

In “Hidden Intellectualism” by Gerald Graff he explains that being intellect does not necessarily mean being academically smart, it can also mean being “street smart”. He says that many times people over look someone’s “intellectual potential” of those they consider street smart, because most people believe that “street smart” people are anti-intellectual. Graff suggests that teachers should start teaching subjects that students would actually enjoy learning, giving them a topic they can enjoy and making them look at it through ”intellectual eyes” When explaining Graff talks about his personal experiences, and uses examples. In the article Graff uses Rhetorical devices to support his claims. Gerald Graff supports most of his argument with Pathos, by using his personal experiences.

“Hidden Intellectualism” by Gerald Graff highlights the fact that students would be more interested to learn if teachers integrated “street-smart” subjects, that the students enjoy, into the classroom rather than what the teacher likes. Discussing sports, and other “street-smart” subjects, creates a sense of community while also engaging in finding evidence, narrowing down such evidence, and analyzing others’ opinions, which is inherently intellectual. Schools have not learned from this community; they instead isolate students with “high-stakes” tests surrounded by numbers and memorizing facts. With all of this in mind, just because a student is writing about something they love doesn’t mean they’ll do it well, so teachers must use these interests

The deeper that one understands the reality of the intellectualism that many “street smart” people have they will preserve the importance of the individuals. This is vital for the public to understand that “Real intellectuals turn any subject, however lightweight it may seem, into grist for their mill through the thoughtful questions they bring to it, whereas a dullard will find a way to drain the interest out of the richest subject.” (Page 1) In “Hidden Intellectualism” Gerald Graff explains the overwhelming importance for the “street smart” people and the pretentious intellectuals. In Hidden Intellectualism, Gerald Graff starts with the age-old contention of the distinction between "school smarts" and "street smarts." Graff clarifies that by and large, these book smarts can take different structures and stow away in what individuals call road smarts, subsequently the "concealed" intellectualism. For him, he understood that he was mentally skilled when he saw that he was utilizing reason and factious techniques while talking about games with companions. Graff depicts that through his contending and thinking, he was demonstrating his scholarly side. He additionally gives the peruser another illustration of the revelation of shrouded intellectualism by telling the tale of Michael Warner, a man who likewise understood his scholarly side through his contending aside from rather than games, he was contending the Christian Pentecostal perspectives of his guardians.

Senior year trying to puzzle together this geometry problem in my mind. I couldn’t figure it out, I felt like I hit a brick wall and couldn’t break through it to solve the problem. Maybe if I reworded the problem to a real world situation I could solve it. In the essay “Hidden Intellectualism” by Gerald Graff, his thesis is that intellectualism is more valuable than academic intelligence. Graff begins talking about how schools fail to reach into the minds of kids who are street smart and connect that into their academic school work.

From this week’s reading an interesting essay by Gerald Graff “Hidden Intellectualism” resembled a story from a family member. This essay spoke about people who are “street smart,” people that are extremely smart in many things but cannot apply towards school. Graff says that schools are not considering the intellectual potential of street smart people because they only weight academic knowledge as smart. This reminded me of my family, my cousin comes from a low income family in El Salvador; when he arrived he was not doing well in school because of the language barrier. Even though his academics did not show his intelligence he was extremely “street smart.” He was really good in sports especially soccer, but he was

Education. I believe it to be one of the greatest gifts this world could give us. My mother always told me that knowledge is power and that I could never learn enough. She taught me to love being the best I could be and to always want to know more, to question everything. There have been countless times that life has tried to take away my mom’s faith and strength, but she always felt the need to keep herself educated. When she needed to get somewhere, she walked. She had to. This improved her sense of direction and helped her in receiving a job as a postal carrier. From there, she became a federal police officer for the U.S. Postal Service. Working her way up, she was able to become a successful manager at a postal plant. But to get

Your intelligence is not a set value. Upon reading these words I brought the book closer to my face and and reread the words. I almost disregarded everything I had read up until this point, as the thought of being able to become more intelligent through hard work and/or practice seemed ridiculous to me. Almost my entire life I had been praised on my intelligence with comments ranging from, “you’re so smart”, when I would solve a difficult math problem to “I’ve never seen a more gifted player”, when I picked up, and began learning how to play the guitar. EIghteen years of my life had gone by with me simply believing that I was innately greater than other people in the areas I excelled at, and simply not as capable in areas in which I struggled. All this reinforcement made the idea of being able to change your intellectual abilities go against many of my beliefs to which I held so dear. However, throughout the course of the book, and after many detailed stories, I began to see the truth of these words and the value of effort and hard work. Each chapter which comprised pieces of the growth mindset helped me chip away at the concrete mold that had formed around my brain, and by the conclusion of the book my mind was able to grow freely as it could before I had placed limits on myself.