system for overlooking the intellectual potential of those who possess unconventional “street smarts”. We as a society assume that only the inherently weighty academic subjects grant us “true” knowledge‚ and that knowledge in subjects such as fashion‚ sports or even dating holds no intellectual tenor. The problem with this assumption‚ Graff insists‚ is that the educational value of these subjects is being completely over-looked. A self-proclaimed teenage anti-intellectual‚ Graff himself lived through
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explain that “schools and colleges overlook the intellectual potential of street-smarts” (198) because these types of intellectualism are actually considered anti-intellectualism. Graff then begins to discuss that intellectualism is often looked down upon within schools‚ and people that are considered “school-smart” are seen as nerdy‚ or boring. We learn that as a child‚ Graff was afraid of bullying and name-calling so he did not show his intellectual side out of fear. As he wanted to be accepted so
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that history repeats itself with every new technology and every new invention. People think that it is going to corrupt our society. Then it ends up being something great‚ something that we really needed and something that helped us become more intellectual. Why is this the case? Why does it take our society so long to accept new ways of doing thing? Why do we have to jump to the conclusion that we are going to misuse it and nothing good will come from it? Clay Shirky starts his journal by stating
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in school and seem like they are not smart. Also‚ schools overlook street smarts as they associate it with anti-intellectual concerns. But what truly makes someone a good thinker‚ Graff challenges‚ is they can turn any subject into something thoughtful through the implementation of good questions and thoughtful responses. Graff insists that in order for children to become intellectuals‚ they must first find something that they are interested in such as movies‚ cars or sports. This is because they
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society is at risk because of anti-intellectual ideas that are passed onto students because of the idea of wanting to be “cool”‚ students just going to college to make more money later‚ and university expectations decreasing because money has became the main priority rather than education. Firstly‚ the understanding of what an intellectual is has to be clear. According to Richard Hofstadter‚ who is a very famous American historian‚ he considers an intellectual someone who lives for ideas instead
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In my opinion‚ Graff makes one very strong statement in his essay‚ and also a lot of personal background to support his point. This main point is on hidden intellectualism itself‚ and what exactly it means to be intellectual. He argues that intellectualism can be found almost anywhere‚ and I strongly support his argument. Graff’s argument is based around the ideas of two different types of smarts‚ book smarts and street smarts. Being a teacher himself‚ he sees the students as more of a street
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Initiates Learning In Gerald Graff’s essay‚ Hidden Intellectualism‚ one is exposed to the author’s view of different means of intellectualism. Graff gives the reader an uncommon perception of what it means to be an intellectual. He expresses his views by stating that a person can be an intellectual in fields that have nothing to do with academia‚ such as street smarts or particular interests. He also states that if you incorporate these particular interests in the classroom‚ students deemed as unintellectual
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WORLD WITHOUT TELVISION I dream of a world of higher intellects‚ where people read much more than they do and participate in intellectual debates and other activities that require more thinking and less zombifying in front of an electronic device that does not always produce high-quality intellectual programming. I think with the passing time and the increase of more and more television viewing over the years our culture loses some things‚ and while I do not think that all television programming
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intellectualism was beneficial or even existed to these students. Graff and Hillel Crandus‚ an English teacher at Downer’s Grove South High School in the Chicago suburbs‚ together developed a unit for Crandus’ eleventh-grade literature classes on "becoming intellectual." (Graff‚
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tends to glorify non-intellectuals‚ such as athletes and celebrities‚ while the intellectually skilled individuals get left on the sidelines with little recognition for their accomplishments. The intellectuals‚ typically seen as “nerds” or “losers “it’s so sad. As Penrod puts it‚ “the result of anti-intellectualism is a crushing disregard for the lives and achievements of fellow human beings” (Penrod 755). Basically what he is saying is that through these anti-intellectual practices‚ people seem
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