Analysis of Gerald Graff’s Essay “Hidden Intelligence”
Analysis of Gerald Graff’s Essay “Hidden Intelligence”
Most people, when asked, say that a person is intelligent if they have “book smarts.” People that are book smart can write and converse about subjects taught in school. On the other hand, people with “street smarts” aren’t seen as intellectuals because the subjects they are knowledgeable about are not traditional. In his essay called “Hidden Intellectualism,” Gerald Graff insists that schools and colleges are missing an opportunity to translate street smarts into academic work.
Schools tend to believe that only certain topics are appropriate for an academic environment. While other topics may not be traditional, that does not mean they are without merit. Graff agrees, when he writes, “We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV or video games” (381). Graff’s point is that even if a student’s knowledge is not traditional, it should still be recognized as important. If educators would attempt to use what knowledge a student does possess, and channel it into traditional academics, students may be more receptive and better able to learn traditional subjects.
Intelligence isn’t gained only in the class room. What people learn outside of school can actually teach many of the principles. Graff remembers, “It was in these discussions with friends about toughness and sports, I think, and in my readings of sport books and magazines, that I began to learn the rudiments of the intellectual life: how to make an argument, weigh different kinds of evidence, move between particulars and generalizations, summarize the views of others, and enter a conversation about ideas” (383). The essence of Graff’s statement is that while the subject he was engaged in was not considered relevant in academic circles; he did learn the principles that educators were trying to teach him with traditional subjects.
Graff
Most people, when asked, say that a person is intelligent if they have “book smarts.” People that are book smart can write and converse about subjects taught in school. On the other hand, people with “street smarts” aren’t seen as intellectuals because the subjects they are knowledgeable about are not traditional. In his essay called “Hidden Intellectualism,” Gerald Graff insists that schools and colleges are missing an opportunity to translate street smarts into academic work.
Schools tend to believe that only certain topics are appropriate for an academic environment. While other topics may not be traditional, that does not mean they are without merit. Graff agrees, when he writes, “We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV or video games” (381). Graff’s point is that even if a student’s knowledge is not traditional, it should still be recognized as important. If educators would attempt to use what knowledge a student does possess, and channel it into traditional academics, students may be more receptive and better able to learn traditional subjects.
Intelligence isn’t gained only in the class room. What people learn outside of school can actually teach many of the principles. Graff remembers, “It was in these discussions with friends about toughness and sports, I think, and in my readings of sport books and magazines, that I began to learn the rudiments of the intellectual life: how to make an argument, weigh different kinds of evidence, move between particulars and generalizations, summarize the views of others, and enter a conversation about ideas” (383). The essence of Graff’s statement is that while the subject he was engaged in was not considered relevant in academic circles; he did learn the principles that educators were trying to teach him with traditional subjects.
Graff