Anti-Intellectualism In American Media Summary
Writing 2101G
Essay (first draft)
Professor Jeremy Greenway
We live in a new world today, a world that is persistently at the verge of new change; innovation has driven us towards a never ending era of globalization. Proceeding the Post-Morden age we have evolved into a species which is no longer bound by the traditional barriers to lifestyles, religion, work and most importantly education. In the 21st century education has undergone massive reformation; with the advent of new technologies and new forms of media, education has risen to be a diversified product of the millennium. With higher-education including more student interest base courses and schools introducing various new disciplines to their curriculum, it’s safe to say that …show more content…
Gerald Graff in ‘Hidden Intellectualism’ was able to point out and predict necessary reforms in the education sector. Therefore, this paper asserts that teaching diverse subjects of students’ interest allow students to broaden their academic approach and applications; equips them with jobs in the future; broaden their perspective on ideas and theory; promotes a wide array of intellectual stimulation.
In the past we have seen and experienced a very rigid definition of “intellect”. This definition has been used to esteem certain categories of individuals and lock out the others as not adequately “smart”. In his book ‘Anti-intellectualism in American media: magazines & higher education’, Claussen quotes Goar’s claim on how the American society has a perceived notion of intellect and how it “limits social progress, makes the culture less diverse and less interesting, and damages the self-esteem of intellectuals, who are nonetheless necessary for social progress” (Claussen, Page 27). I firmly adhere to this belief, when I conducted an interview with my grandfather and my mother regarding their educational experience, they both, being generation apart, had the same take regarding the fact that education in their time had a very rigid path that welcomed no flexibility, moreover, there was hardly any room for cultural diversification; education …show more content…
was restricted by culture and religion. Strict career paths were to be pursued in order to become “successful”. My mother was forced by her parents to become a doctor, where as she always wanted to be an artist or an interior designer but at her time these were not considered as serious careers. Now this is by no means concrete proof to back my claim, it is however a small research interview of past generations. However, it is important to note that times have now changed, careers are no longer fixed and rigid, new jobs erupt with every new invention. In a time like this, the future work force needs to be better equipped, their mental horizons need to be broader than their predecessors and their approach has to be far diverse. As Graff states, we must equip students to see through academic eyes (Graff, Page 385). Ungar in his essay ‘the new liberal arts’ puts forth the same view; “It is far wiser for students to prepare for change – and the multiple careers they are likely to have...” (Ungar, Page 191). Hence, for better chance at future jobs it is sensible to propose that students should be taught to be more diverse and multifunctional.
Furthermore, what we learn through educational diversification is an intricate process which involves thought provoking brain activity. I, being a product of this modern form of education, am a student of Global Commerce and Psychology; as if the combination itself wasn’t rare enough I also study courses on political science and film media. As a direct product of this form of education, I can certainly speak for myself and claim that this educational method has helped me groom into a more erudite human being. It allows me to analyse broader perspectives of any situation, being able to pair subjects of my interest with other academic subjects help me not only maintain good grades but also enjoy the process of learning and acquiring education. In the book research ‘Education Today’ by OECD, the organization puts forth various findings on education systems. An interesting finding of theirs is regarding the interest students show in gaining knowledge about the environment, this knowledge is not gained via geography or science classes, the new curriculum allows students in certain countries to seek out the knowledge in areas of their interests. Hence, students in school who gain such environmental knowledge are better equipped than other students to understand the mechanisms of environmental damage. (OECD, Page 37). A possible advantage for this could be future work force that understands role of environment and is equipped with knowledge regarding to prevent damage and preserve the environment. To reiterate it enhances human intelligence which is applicable not only in books but the world around. The trend of introducing a new form of education has seeped in many international universities; universities are now competing to offer more diverse and interesting subjects. The trend Graff presented in his essay is now part of curriculum many universities and colleges; the Western University now offers a course on Harry Potter, the course has sparked interest of students who like harry potter, moreover Goodman in his paper, ‘the Perils of Public Education’, talks about the changing of teaching techniques that can be observed amongst the new recruits of teaching workforce:
Today’s professors, women and men often younger than their former teachers and far more diverse in background, readily foreground their political and ideological outlooks. Many hope for an impact beyond the library and the lecture hall. (Goodman, Page 32)
The ‘beyond the books’ approach allows students to understand and shape the world around them. Education today is not just taking place within the class rooms; knowledge is now constantly being exposed via mediums such as the television. As Johnson states in his essay children are now constantly analysing and interpreting information that the new wave of television is opening to them, they are indulging in brainstorming activities, which is similar to that of the adults (Johnson, Page 293). This is why it is imperative that the education system utilizes this ability of the new generation by helping them view areas of their interest through academic lens. It will allow them to be more analytically equipped.
Finally, all this process of analysis and critical thinking contribute to intellectual stimulation. Intellectual stimulation is a process of mental works which allows individuals to break down the tasks given to them in a way that helps them to tackle with the task successfully. Regardless of what career a student pursues, intellectual stimulation is a tool which they should be equipped with. It is easier for a student to write a thesis on matters of their interest rather than strictly old school literature material, that being said, I do not intend to demean the importance of classics in the education system; they are an integral source of knowledge, however, my point here is that once the student acquires the ability of how to process mental work, they can apply it in even areas which might not be of their particular interest. A study by Fauji and Utami concludes that intellectual stimulation enhances experiential learning and knowledge sharing; in their findings they also conclude that firms that are able to intellectually stimulate their workers have a higher chance of doing well in the industry (Fauji, Page 423). So as a part of the education system, school curriculums should include activities that encourage intellectual stimulation. My view coincides with Graff’s, which is why I believe that students should be given a choice to pair and actively participate in subjects of their interest along the other subjects.
Many disagree with this approach and feel as if it is an unnecessary edition the established education system. To this refute, I would like to clarify that the point of introducing choice and more diverse subjects is not to dampen the quality of education; I am not saying that a person who wants to become a doctor should not study science, what I propose is that along with that required syllabi a student should have choice to for example learn music or another language maybe. Across the globe many universities actually offer such diverse choice of subjects. My best friend did her undergrad in Biology and political science, now she is in med school aspiring to be a surgeon. Political science has nothing to do with surgery, yet a subject of her interest was pursued by her and made her enjoy the learning experience. Moreover, school systems now offer subjects such as drama and fashion which allow the students to explore their areas of interest and broaden their scope of knowledge. We are stepping into a new world where the uncertainty of jobs have made it imperative for the new generation to be prepared to understand the convolution of the processes that shape our world, be it technology, innovation or media. Hence, studying areas of interest should be strongly encouraged and actively pursued, for we are responsible in nurturing and nourishing the minds that will eventually lead us tomorrow.
Works Cited
Claussen, Dane S.
"How Smart is Too Smart?" Claussen, Dane S. ANTI-Intellectualism in American Media: Magazines & Higher Education. 2004. 15-28.
Claussen, Dane S. "Populist Anti-Elitism and Higher Education." Education, Anti-Intellectualism in American Media: Magazines & Higher. Dane S. Claussen. 2004. 125-168.
Fauji, Mira Maulani Utami. "How Intellectual Stimulation Effects Knowledge Sharing, Innovation and Firm Performance." International Journal of Social Science and Humanity 3 (2013): 420-425. <http://www.ijssh.org/papers/274-C10020.pdf>.
Goodman, Lenn E. "The Perils of Public Intellectualism." SYMPOSIUM: PART I: PUBLIC INTELLECTUALS THEN AND NOW (2009): 29-47.
Graff, Gerald. "Hidden Intellectualism." Graff, Birkenstein, Durst. TheySay, I Say. Norton & Company, n.d. 380-389.
Johnson, Steve. "Watching TV makes you smarter." Graff, Birkenstein, Durst. They Say I Say. Norton and Company, n.d. 277-294.
OECD. Education Today 2013 The OECD Perspective. 2012.
Ungar, Sanford J. "The New Liberal Arts." Graff, Birkenstein, Durst. They Say, I Say. Norton & Company, n.d.
190-197.
Essay (first draft)
Professor Jeremy Greenway
We live in a new world today, a world that is persistently at the verge of new change; innovation has driven us towards a never ending era of globalization. Proceeding the Post-Morden age we have evolved into a species which is no longer bound by the traditional barriers to lifestyles, religion, work and most importantly education. In the 21st century education has undergone massive reformation; with the advent of new technologies and new forms of media, education has risen to be a diversified product of the millennium. With higher-education including more student interest base courses and schools introducing various new disciplines to their curriculum, it’s safe to say that …show more content…
Gerald Graff in ‘Hidden Intellectualism’ was able to point out and predict necessary reforms in the education sector. Therefore, this paper asserts that teaching diverse subjects of students’ interest allow students to broaden their academic approach and applications; equips them with jobs in the future; broaden their perspective on ideas and theory; promotes a wide array of intellectual stimulation.
In the past we have seen and experienced a very rigid definition of “intellect”. This definition has been used to esteem certain categories of individuals and lock out the others as not adequately “smart”. In his book ‘Anti-intellectualism in American media: magazines & higher education’, Claussen quotes Goar’s claim on how the American society has a perceived notion of intellect and how it “limits social progress, makes the culture less diverse and less interesting, and damages the self-esteem of intellectuals, who are nonetheless necessary for social progress” (Claussen, Page 27). I firmly adhere to this belief, when I conducted an interview with my grandfather and my mother regarding their educational experience, they both, being generation apart, had the same take regarding the fact that education in their time had a very rigid path that welcomed no flexibility, moreover, there was hardly any room for cultural diversification; education …show more content…
was restricted by culture and religion. Strict career paths were to be pursued in order to become “successful”. My mother was forced by her parents to become a doctor, where as she always wanted to be an artist or an interior designer but at her time these were not considered as serious careers. Now this is by no means concrete proof to back my claim, it is however a small research interview of past generations. However, it is important to note that times have now changed, careers are no longer fixed and rigid, new jobs erupt with every new invention. In a time like this, the future work force needs to be better equipped, their mental horizons need to be broader than their predecessors and their approach has to be far diverse. As Graff states, we must equip students to see through academic eyes (Graff, Page 385). Ungar in his essay ‘the new liberal arts’ puts forth the same view; “It is far wiser for students to prepare for change – and the multiple careers they are likely to have...” (Ungar, Page 191). Hence, for better chance at future jobs it is sensible to propose that students should be taught to be more diverse and multifunctional.
Furthermore, what we learn through educational diversification is an intricate process which involves thought provoking brain activity. I, being a product of this modern form of education, am a student of Global Commerce and Psychology; as if the combination itself wasn’t rare enough I also study courses on political science and film media. As a direct product of this form of education, I can certainly speak for myself and claim that this educational method has helped me groom into a more erudite human being. It allows me to analyse broader perspectives of any situation, being able to pair subjects of my interest with other academic subjects help me not only maintain good grades but also enjoy the process of learning and acquiring education. In the book research ‘Education Today’ by OECD, the organization puts forth various findings on education systems. An interesting finding of theirs is regarding the interest students show in gaining knowledge about the environment, this knowledge is not gained via geography or science classes, the new curriculum allows students in certain countries to seek out the knowledge in areas of their interests. Hence, students in school who gain such environmental knowledge are better equipped than other students to understand the mechanisms of environmental damage. (OECD, Page 37). A possible advantage for this could be future work force that understands role of environment and is equipped with knowledge regarding to prevent damage and preserve the environment. To reiterate it enhances human intelligence which is applicable not only in books but the world around. The trend of introducing a new form of education has seeped in many international universities; universities are now competing to offer more diverse and interesting subjects. The trend Graff presented in his essay is now part of curriculum many universities and colleges; the Western University now offers a course on Harry Potter, the course has sparked interest of students who like harry potter, moreover Goodman in his paper, ‘the Perils of Public Education’, talks about the changing of teaching techniques that can be observed amongst the new recruits of teaching workforce:
Today’s professors, women and men often younger than their former teachers and far more diverse in background, readily foreground their political and ideological outlooks. Many hope for an impact beyond the library and the lecture hall. (Goodman, Page 32)
The ‘beyond the books’ approach allows students to understand and shape the world around them. Education today is not just taking place within the class rooms; knowledge is now constantly being exposed via mediums such as the television. As Johnson states in his essay children are now constantly analysing and interpreting information that the new wave of television is opening to them, they are indulging in brainstorming activities, which is similar to that of the adults (Johnson, Page 293). This is why it is imperative that the education system utilizes this ability of the new generation by helping them view areas of their interest through academic lens. It will allow them to be more analytically equipped.
Finally, all this process of analysis and critical thinking contribute to intellectual stimulation. Intellectual stimulation is a process of mental works which allows individuals to break down the tasks given to them in a way that helps them to tackle with the task successfully. Regardless of what career a student pursues, intellectual stimulation is a tool which they should be equipped with. It is easier for a student to write a thesis on matters of their interest rather than strictly old school literature material, that being said, I do not intend to demean the importance of classics in the education system; they are an integral source of knowledge, however, my point here is that once the student acquires the ability of how to process mental work, they can apply it in even areas which might not be of their particular interest. A study by Fauji and Utami concludes that intellectual stimulation enhances experiential learning and knowledge sharing; in their findings they also conclude that firms that are able to intellectually stimulate their workers have a higher chance of doing well in the industry (Fauji, Page 423). So as a part of the education system, school curriculums should include activities that encourage intellectual stimulation. My view coincides with Graff’s, which is why I believe that students should be given a choice to pair and actively participate in subjects of their interest along the other subjects.
Many disagree with this approach and feel as if it is an unnecessary edition the established education system. To this refute, I would like to clarify that the point of introducing choice and more diverse subjects is not to dampen the quality of education; I am not saying that a person who wants to become a doctor should not study science, what I propose is that along with that required syllabi a student should have choice to for example learn music or another language maybe. Across the globe many universities actually offer such diverse choice of subjects. My best friend did her undergrad in Biology and political science, now she is in med school aspiring to be a surgeon. Political science has nothing to do with surgery, yet a subject of her interest was pursued by her and made her enjoy the learning experience. Moreover, school systems now offer subjects such as drama and fashion which allow the students to explore their areas of interest and broaden their scope of knowledge. We are stepping into a new world where the uncertainty of jobs have made it imperative for the new generation to be prepared to understand the convolution of the processes that shape our world, be it technology, innovation or media. Hence, studying areas of interest should be strongly encouraged and actively pursued, for we are responsible in nurturing and nourishing the minds that will eventually lead us tomorrow.
Works Cited
Claussen, Dane S.
"How Smart is Too Smart?" Claussen, Dane S. ANTI-Intellectualism in American Media: Magazines & Higher Education. 2004. 15-28.
Claussen, Dane S. "Populist Anti-Elitism and Higher Education." Education, Anti-Intellectualism in American Media: Magazines & Higher. Dane S. Claussen. 2004. 125-168.
Fauji, Mira Maulani Utami. "How Intellectual Stimulation Effects Knowledge Sharing, Innovation and Firm Performance." International Journal of Social Science and Humanity 3 (2013): 420-425. <http://www.ijssh.org/papers/274-C10020.pdf>.
Goodman, Lenn E. "The Perils of Public Intellectualism." SYMPOSIUM: PART I: PUBLIC INTELLECTUALS THEN AND NOW (2009): 29-47.
Graff, Gerald. "Hidden Intellectualism." Graff, Birkenstein, Durst. TheySay, I Say. Norton & Company, n.d. 380-389.
Johnson, Steve. "Watching TV makes you smarter." Graff, Birkenstein, Durst. They Say I Say. Norton and Company, n.d. 277-294.
OECD. Education Today 2013 The OECD Perspective. 2012.
Ungar, Sanford J. "The New Liberal Arts." Graff, Birkenstein, Durst. They Say, I Say. Norton & Company, n.d.
190-197.