While reading Gerald Graffs, “Hidden Intellectualism,” I have come to appreciate his ideals and views between both,” book smarts,” and,” street smarts.” In this article he puts into perspective the relevance of intellectualism among less traditional academic views by considering a student’s environment and common interests. By walking through his adolescent experiences, he explains his personal development of skills and intelligence to bring light of a new conceptual way of teaching and engaging the students interest in a classroom.
In,” Hidden Intellectualism,” Graff points out how many people associate street smarts with anti-intellectual concerns. For example, ones personal interest as opposed to traditional academic teachings, such as Shakespeare. He states that students do need intellectually
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He describes the knowledge he gained from this as a different form of intellectualism. Going in depth of his youthful environment, he talks of the neighborhood he grew up in and the community around him. There were the clean cut boys, and the working class boys. He refers to the working class as,” the hoods.” Be commonly surrounded the hoods, he was desperate for their approval, and so he negated the book smart lifestyle to blend better with a crowd that looked down on intelligence.
After reflecting upon his social interactions, he noticed he and his friends were unknowingly engaging using intellectual skills. Analysis evidence to support debates over who the toughest kid in school was, or the best baseball player. From that he realized that he liked sports because he believes it was more intellectual than his school studies. It also filled a need for social interaction. “Sports is only one of the domains whose potential for literacy training is seriously underestimated by educators.” Graff had