Intellectualism Essays

essay “Hidden Intellectualism”. As the title suggest, Graff’s essay will depict how children are becoming intellectuals through the discussion of cars, sports, fashion, and TV. There is also discussion about how schools are overlooking this knowledge as being beneficial to a student’s success in academic writing and what they can do to relate the students previous understanding of extra-curricular activities to academia. My essay will examine the foundation of “Hidden Intellectualism” and the pros

Rieth ENC1101 Pagan 10/30/16 Hidden Intellectualism College, a new math assignment and paper assigned to you seemingly every night, but you’re a history major and have no need for learning the Pythagorean theory. This makes it easy to lose interest and fall behind in class. In his article, Graff cites works from many authors that correlate to his convincing idea of hidden intellectualism and looks deeply into the idea of finding and accepting someone’s “intellectualism”. While it is not a well-recognized

In Gerald Graff’s Hidden Intellectualism, the former professor of English and Education discusses the many fallacies associated with the ideas of intellectualism amongst today’s society. Graff argues that there is an alternative form of intellectualism aside from the traditional academic definition. This form of intellectualism remains hidden under the usual discussions that concern fashion, sports, dating, and many other typical aspects of everyday life. Although it is not usually recognized, there

Hidden Intellectualism,” by Gerald Graff, is an essay in which the former English professor discusses the misconceptions of the ideas of intellectualism amongst society. He primarily focuses on the way adolescents view intellectualism as a negative trait that only “nerds” strive for. He also elaborates on his experiences in revealing his own hidden intellectualism, while in college in a literature class, after growing up in the “anti-intellectual” 1950s. However, through a method that Graff and an

Many people disregard the idea of young people being able to learn aspects of intellectualism through worldly experiences. When it comes to the modern idea of being intellectual, most people believe that subjects such as history or science, have more value than fashion or sports. Few people are able to realize the connection between academic intellectualism and street smarts. Students who have a hard time learning general concepts in classrooms tend to have an easier time recognizing, and learning

subject in his article “Hidden Intellectualism.” He is professor at the University of Illinois and the former president of the Modern Language Association. He talks about how schools fail to gain students attention by making them write essays on the classics, like Shakespeare, instead of starting out with topics the students would enjoy, such as sports, video games, and fashion. He makes valid arguments about how the schools fail to tap into that hidden intellectualism of the students, and he uses

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

Luigi Vittatoe Professor Luke Leonard WRI1001 First Year Writing 2 October 29, 2015 Week 1 Discussion In Gerald Graff’s Hidden Intellectualism, he discusses the differences between street smarts and having intellectualism. He explains how these street smarts are just as important as doing well academically. He believes students should be able to read what interest them first. They would then would be interested to read more sophisticated authors like George Orwell. Graff states that street

In Gerald Graff’s article “Hidden Intellectualism,” from the 2003 copy of They Say I Say, the author explores the idea of what true intellectualism is by recalling pieces of his childhood. The way schools and society view intellectualism comes in to questions as being one sided or false altogether . There remain several sides to the argument regarding education and include anything regarding what should be taught, how it should be taught, and what marks the mastering of a subject. With true education

In his first chapter, he defined anti-intellectualism as bitterness and doubt of life of the mind and those who are believed to denote it; and a character regularly to diminish the worth of that life. as he defines anti-intellectualism as "resentment and suspicion of the life of the mind and of those who are considered to represent it; and a character regularly to diminish the worth of

In the essay “Hidden Intellectualism” by Gerald Graff he discusses the difference between “book smarts” and “street smarts” as they pertain to intellectualism (Tannen & Graff:2010 p.198). We are taught that being street smart means to have the knowledge to handle difficult or dangerous situations in life, and that being book smart means that you are well educated academically. Graff explains how schools and colleges may be at fault for not channeling such street smarts into academic work. We do

“Everyone knows some young person who is impressively "street smart" but does poorly in school” (Graff). In Hidden Intellectualism written by Gerald Graff he started his writing off by talking about his main argument which was that the school systems had some major flaws that needed to be addressed. Graff argued that the schools should not only focus on the academic parts but also the nonacademic parts that could be used in real life situations. He ensured that he would get his message across by

Gerald Graff, a highly regarded English teacher at the University of Illinois at Chicago, writes this essay “Hidden Intellectualism” as1 an adaption from his book published in 2003 Clueless in Academe: How Schooling Obscures the Life of the Mind. Throughout the passage he argues that there are forms of intellectualism that surpass our societies views of being smart, and that our education system is not providing everyone with equal rights to use their skills. Gerald Graff’s is correct in his point

“Hidden Intellectualism”, Gerald Graff argues the difference between “book smarts” (intellectualism) and “street smarts.” Graff explains that some people take on different approaches and interests certain subjects not related to “book smarts”, such as sports, television, fashion, etc. Everyone has a variation of both “book” and “street” smarts, but one is more profound than the other in a person, thus making the other a form of “hidden intellectualism”. He then claims that intellectualism in someone

Paradigm Shift in Intellectualism Gerald Graff highlights the laxity of institutions to nurture supposedly non-intellectuals in his disquisition “Hidden Intellectualism”. Graff believes the predominant reason to be our association of these individuals with anti-intellectualism. Furthermore, he believes society’s notion of intellectualism lies in evaluating weighty and arduous topics such as Plato and Shakespeare, and real intellectualism constitutes enlivening the dullest of subjects. Essentially

Writing Assignment #1 Gerald Graff is an English Professor at the University of Illinois and also the founder of “Teachers for a Democratic Culture”. In his article “Hidden Intellectualism”, he explains how non-academic writing and discussions involving “lightweight” subject matter can improve one’s writing and allow for critical thinking (245). He starts off by stating “Everyone knows some young person who is impressively street smart but does poorly in school” (244). He refers to his

Gerald Graff, in his piece “Hidden Intellectualism, argues that intellectualism is not only found in students that work hard in school. One of the examples that he uses is the difference between “street smarts” and “book smarts” (Graff 244). The students with “street smarts” are the ones that seem to know a lot about pop culture and daily life, but do not get good grades or work very hard in school. He explains that these students are bored with the material taught in classes when he says, “… [students]

In Gerald Graff's Hidden Intellectualism, he begins with a long lasting discussion about the the difference between “book smarts” and “streets smart”. Street smarts are frequently called “hoods” as they are the tough types and book smarts as the name suggests are typically referred to as “nerds or geeks”. Graff gives us insight on many cases of how these books smarts can take various forms, and hide in what people call street smarts, hence the “hidden Intellectualism”. He does this by sharing his

Hidden Intellectualism In the essay “Hidden Intellectualism” by Gerald Graff, Graff describes how he believes that students should have the ability to take their nonacademic interests and turn them into subjects of academic study. He believes by integrating some of these nonacademic subjects it will improve the academic skills of students. I’m of two minds about Graff’s claim that students should pick their own nonacademic topics as objects of academic study. On one hand, I agree that by giving students

Hidden Intellectualism In Hidden Intellectualism, Gerald Graff introduces the reader to his article with the comment that street smart students are being labelled nonintellectual by colleges and schools professors since they do poorly in academic work and their interest is centered into sports, magazines, and video games; nonetheless, these nonintellectual students seem more intellectual than those called themselves intellectual. As a first argument, the author claims that being interested in