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Analysis of the article hidden intellectualism
Reflection on hidden intellectualism
Analysis of the article hidden intellectualism
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Hidden Intelligence vs. Hidden Satire When writing their essays, Gerald Graff and Antonia Peacocke both look at the intellectual side of topics not commonly thought to require a high level of intelligence. Graff refers to multiple nontraditional subjects like sports, cars, and fashion, while Peacocke focuses only on the TV show, Family Guy. Both of the articles express the idea that things at first glance may not seem to have an intellectual aspect, but as they are further analyzed, the content can have a deeper meaning than ever imagined. In Gerald Graff’s essay, “Hidden Intellectualism,” he discusses the basic “street smart” verses the “book smart” individual in the academic world.
Over the years, there has been an ongoing debate about “street smarts” and “book smarts” throughout the world. Many people side with either or for their own personal reasons. Although “street smarts” has developed a poor reputation which pushes people to neglect the positive aspects of this particular way of learning. In the article, “Hidden Intellectualism”, Gerald Graff evaluates the structure schools use to teach literature. He explains that intellect is not only found in the academic form of thinking.
In school, there are always those who do not understand the content in class, but get by with passing grades. In Mary Sherry’s essay, “In Praise of the F Word”, she writes about how in the American school system students get passed along without any consideration for their pace or skill level (Sherry, 564-566). Sherry also discusses how unprepared the American public is after high school and college (Sherry, 564). In, “In Praise of the F word”, Sherry also discusses her own son and one of his experiences in his high school (Sherry, 565). The content of “In Praise of the F word” was very persuasive, as Sherry effectively utilizes the aristotelian appeals.
Rhetorical Analysis of Mike Rose Emotional, ethical, and logical appeals are all methods used in writing to perused you one way or another on various topics. Mike Rose used all of these techniques in this essay, to show how student who are pushed aside, distracted, or fall behind and fail. In this essay Rose describes that students who have teachers who are unprepared, or incompetent majorly contribute to student failure. He is trying to show that many children have potential that is overlooked or sometimes even ignored, by authority.
One being their articles have different aims. In Graff’s piece, he keeps pointing out “that students harbor intellectual resources – “Street smarts” – that go untapped by formal schooling”. (22) This is Graff’s main opinion on what he thinks education is lacking. Throughout his whole article, he wants you to know that educators can “’overlook the intellectualism latent in supposedly philistine pursuits.”
In Gerald Graff 's essay “Hidden Intellectualism” starts of by talking about the stereotype of being so called “street smart” and and being “book smart” and how in school when you see someone who is street smart but doesn’t do go in school get a bad wrap. People look at them as a waste because they can’t apply there intelligences that they have and use it towards school, so people view them as not the right kind of smart because they are not a A student in school. Graff then goes on to say that maybe it is not the students that are the problem with how they do in school but maybe it is the school that have missed or overlooked the intellectual potential that kids with street smarts have. Graff also says that we only view the educated minds through schooling as the right way and schools and colleges look at kids who do not like school and don’t do well as anti-intellectual people.
The concept of anti-intellectualism is to eliminate opportunities to acquire knowledge. In the society created by Ray Bradbury in Fahrenheit 451, the capacity for higher level thinking is destroyed. Schools are shallow because they do not focus on higher level thinking in academics. Instead, there is a focus on recreation such as sports and television. This society burns books because their content is troublesome.
Intellectualism is the factor of being intellect or intelligent. The idea of what it means to be educated can be interpreted many different ways by different people. Some think it’s having a 4.0 and going to Harvard, while others believe in the idea of having common sense. In the essay, “Hidden Intellectualism,” Gerald Graff reflects how lack of education is viewed negatively in society. On top of that, a question also lies what it means to educated.
In the “Against Schools” article, author John Gatto describes the modern day schooling system and its flaws. He uses several rhetorical strategies in trying to prove his point. He successfully uses all three types of rhetoric in writing this article, which includes ethos, pathos, and logos. He establishes these strategies very early, and often throughout the article. He believes one issues with today’s schooling system is boredom, and that there is a distinct difference between what it means to be educated and schooled.
Having never taken a college writing course before, I did not know what to expect and therefore assumed that I would choose my own topic to write about; of course, this isn’t the case. However, if I had the choice, I would not have chosen to write a response to Gerald Graff’s “Hidden Intellectualism”. After going through his essay with a fine-tooth comb, I have found a few flaws in his reasoning. Gerald Graff believes that schools and colleges are not taking advantage of “street smarts” by not using them in an intellectual setting when in fact, schools are providing students with a large assortment of other knowledge and skills. In Graff’s essay “Hidden Intellectualism”, he argues for the importance of changing school curriculums in order to better reflect the interests
The reading "Hidden Intellectualism" by Gerald Graff reflects views on being "street smart" and "book smart." He explains that society tends to associate people who are intelligent on solely being "book smart" and performing well in academics, rather than being street smart. He goes on to further explain that students perhaps can be intelligent on topics that interest them. Graff opens up the reading by giving his own personal experience on feeling torn between trying to prove that he was smart yet fearing that he was overdoing it. He was trying to prove that he learned just as much about the real world by reading his sports books and magazines as he would have if he had read the classic works of literature like most students in school.
The main argument is that perceived throughout the reading is that the schools itself is failing students. They see a student who may not have the greatest test scores or the best grades, and degrade them from the idea of being intellectual. Graff states, “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic” (Graff 244). Schools need to channel the minds of street smart students and turn their work into something academic.
Graff feels that teachers should base some of their lesson on what students have a connection so they can be more focus because they are interested and not bored. He talks about how if schools and colleges will connect with the kids that are "Street Smart" they won't do a poor job in school they will do fairly better if they were more intact with the topic itself. Graff explains to us his growing up in the "hood" you were more respected for being street smart then you was for being book smart. It took a discussion about toughness for him to notice how intellectual he was, but he as just different from others , it wasn't about everything it was just about things he had a strong interest in. He noticed from how he us to have serious verbal altercations about sports and how he acknowledge the difference in players through
Mike Rose shares his personal story to the public in “I just wanna be average”, as he reveals the many flaws within the educational system of a high school in an economically depressed neighborhood in Los Angeles. He effectively directs his arguments towards both educators and parents by utilizing emotional and logical appeals. By convincing the audience to fear that children placed on remedial tracks are being hindered rather than assisted, the author causes both awareness and a feeling of duty to change the way we handle teaching children. Rose presents his argument by aiding the reader through the eyes of his younger self as he retells the story of his years in high school.
The Other Education Rhetorical Analysis David Brooks is a well-refined journalist for the New York Times News Paper Company. He writes many different controversial articles, that tends to focus around arguments of education. Within Brooks’ arguments he uses effective techniques to persuade the audience. In this specific column, he addresses society as a whole, but with special emphasis on students. David Brooks successfully persuades his audience through his presentation of his claim, his persuasive writing style, and his usage of emotional appeals.
