America Needs Its Nerds

The idea of a genius becoming a silly, outmoded idea, although not likely, causes the readers to think about a world without intelligent people and how intelligence is necessary in order for the population and world to move forward and make improvements. The emotion brought out in the previous statement creates a willingness in the audience to learn more about how this may be possible and more importantly how it can be corrected. To further anger the audience about current college education, Edmundson explains that for many professors of English and History classes like himself “one of the ways we have tried to stay attractive is by loosening up. We grade much more softly…” (329). The fact that professors are giving easier grades means that students are not working as hard and therefore are not learning and improving to the level that people have in the past. With college being so expensive any audience of people students or parents would be angered by the fact that the students are not getting as good of an education as they could be. Edmundson asserts that he will not take the easy route and prevent students from their potential he is willing to “aim and shoot” (333) and is not afraid of getting bad evaluations from students for being too difficult. In this way, he convinces the audience to side with him emotionally. Edmundson is trying to prevent such a

This quotation refers to the philosophy of their society. It is socially criticized because it gave everybody access to the same information and therefore not allowing anyone to think freely. In their society, intelligence means nothing. Referring to the first quotation, if they are told to know something, then they will not ask questions, and therefore everyone will be equal in their knowledge. In this civilization, one is not allowed to be intellect because someone who is stronger in that area has more to offer, like the 'bright boy ', who is hated by others who are not as strong. The society wants children to attend school earlier, "we 've lowered the kindergarten age year after year until now we 're almost snatching them from the cradle." (Ray Bradbury, 1953, p.60) This is an example of social criticism because the younger the children are attending

When discussing this hierarchy he makes two valid points that convinces the audience that what he speaks about is true. First, he points out that within this hierarchy the most useful subjects for work are at the top. He mentions how children were turned away from activities they enjoyed because they were conditioned to believe that those activities will not grant them a job in the future. For example, if a child enjoys playing the guitar he or she should not continue to pursue this activity because a career as a musician is highly unrealistic for them. The second point he makes is that the entire hierarchy is based on academic ability. Academic ability has come to dominate our view of intelligence because universities have been designed with that image in mind. He specifies this when he

The context of this definition implies that people in American society today have aquired such a demonstrative way to define those who choose to apply themselves in and out of the classroom. The writer illustrates the statement that even at the prestigious institute Harvard University, the concept of being academically superior to others is not only frowned upon, but is hidden. With its notorious success and respect from all over, a feeling of shock is taken in a sense that students are known for their great attitude and drive for greatness. However, students at Harvard have adopedt the sense of being “ashamed” for their success and passion. Following the claim, the phrase “Nerds are ostracized while athletes are idolized” is expressed to provoke awareness from the reader of this harsh characterization of those who put academics first. Within the opening paragraphs, the writer values getting the concept across that people today have a problem of looking down upon those who are intelligent, resulting in these certain individuals being penitent in regard of their talents and aspirations, regardless of the school or academic

In the world of academia, from Graff’s perspective, street smarts are associated with anti-intellectualism. 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 an academic.” He argues that educators should broaden their aspect of material they once preserved as inefficient. Graff implies that a person who is studious enough can find substance in any content. He reasons that intellect can be uncovered and observed in various forms, hence the name “hidden intellectualism.” He suggests that the Education system overlooks the interest of the students because they consider their interest irrelevant.

Society’s view on intelligence is becoming watered down from the truth. In Rose’s article, “Blue Collar Brilliance” Rose discusses societies outlook on intelligence. Rose explains how society thinks blue collared jobs don’t involve any intelligence, and anyone can do a blue collared job. He explains how society thinks that since you don’t have to have a high education to perform well in blue collared jobs, it takes little to no intelligence. Rose says, “We reinforce this notion by defining intelligence solely on grades in school and numbers on IQ test” (Rose 279). Rose explains that even though most blue collared jobs don’t require a college degree, they still demand many forms of intelligence. Rose also explains how his brother dropped out of school in the ninth grade but eventually became a successful employee of the company General Motors. In Graff’s article, “Hidden Intellectualism” he explains how there are many students in today’s world who have an outstanding amount of “street smarts” but are failing school. He explains

Human brains are programmed with a need to be accepted and not overlooked. Subsequently, it’s not a factor people can usually ignore. Fridman makes comparisons in which nerds, “prefer to build model airplanes rather than get wasted at parties with their classmates, become social outcasts” (Fridman 14). His comparison associates with the individual’s interest that represents social acceptance. Next, Fridman proceeds to explain the social insecurities of “refusal to conform to society’s anti-intellectual values” (Fridman 15). He implies ethos in the example that from a young age kids are forced to look at what is usually socially accepted, and then expected to try and follow others accepted qualities.

In Hidden Intellectualism by Gerald Graff, he begins with the argument of “street-smarts” versus “school-smarts”. Graff explains that school-smarts can be hidden within street smarts and can be learnt through not just talking with friends, but also from the media and our surroundings, hence the “hidden” intellectualism. He goes onto 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

Rosie “quit school in the seventh grade” and Joe “left school in the ninth grade.” (Rose 395) Mike believes that it is more assumption than fact that, “Intelligence in closely associated with formal education.” (Rose 395) He says that, “We reinforce this notion by defining intelligence solely on grades in school and numbers on an IQ tests.” (Rose 397) He also says that, “Scholars have often looked at the working class [and] have generally focused on the values such workers exhibit rather than on thought their work requires.” (Rose 395) Mike clearly believes that those of a higher class do not see that those of a lower class do have a sense of intelligence compared to those who only have one sense of intelligence. Instead of having either book or street smarts, in a sense, those who are “blue-collar” workers, have both.

Conformity takes time and pressure like a rock developing. That rock is hard to break because it has become strong and heavily supported over time. In the short story, Harrison Bergeron, Kurt Vonnegut uses satire to show what the world could come to if society gave the idea of conformity that time and support, and warn against it. It is the year 2081, and the government has provided the pressure through making an amendment that forces everyone to be the same. This system has become so strong that “nobody was smarter …better…stronger or quicker than anybody else” (Vonnegut). The government issues devices to counteract everything so that those born with more intelligence, more grace, more beauty, or anything that makes them better than somebody else are just like everyone else. These devices are called handicaps. These handicaps represent the conformity present. If there is no difference or variation the world is deprived of exploration and learning new

In his article, Penrod first starts out talking about how a football team won an Arizona state championship the previous year. Penrod then goes on to talk about how no one paid any attention to the Science bowl team since everyone was focused on the athletes. Furthermore, Penrod points out how there is “disdain for the educated harbored in much of society,” and also speaks about stereotypes associated with intelligent kids and how uneducated celebrities are not setting a good example for future kids to get an education.

What is the first thing people think of when they hear the “smart” kid talks about his accomplishments? Those smart kids get called a nerd and automatically have to deal negative things all because society itself thinks it is okay to do so. In “Anti-Intellectualism: Why We Hate Smart Kids”, Grant Penrod explains why anti-intellectualism exist. People will remember what the anti-intellectuals do but not so much the intellectuals. Society envy those who are smarter than them and only look at any other accomplishment besides education accomplishments. Anti- Intellectuals tend to bash others around them for their success academically. That is how society works in every generation. Penrod informs everyone of an example of how nerds can be treated differently especially in the school system. More recognition goes to sports teams instead of debates teams, which is factual. Penrod’s lack of credible information and the tone that has been presented has brought a lot of thoughts that need to be analyzed more closely on why he presented this article this way.

Over many centuries, society tends to frame the obscene differences to antagonize and alienate each other whether it's about a political or religious view, social reasons, or financial situations. In “Blue Collar Brilliance”, Mike Rose provides an invigorating story to persuade his audience to understand that having a blue collar job compared to a white-collar job does not determine how smart someone is. Rose uses anecdotes, rhetorical question, and logos to show that blue-collar workers learn just as much without a formal education.

A child’s abnormally high IQ may trigger thoughts of undoubted success for many of us, but Outliers shows us that many with unbridled promise fail to deliver. This study shows that almost all “geniuses” that fail to complete post-secondary degrees have one glaring trait in common: socioeconomic status. Gladwell presents the case of Chris Langan, a man who’s IQ nears 200 and taught himself to read by age four. Langan spend his adult years as a bouncer and later ran a horse farm. This is hardly dignified work for “the smartest man in America.” Langan’s only mistake was growing up poor. Gladwell compares Langan with Robert Oppenheimer, architect of the atomic bomb. While both were extremely intelligent, only Oppenheimer grew up affluent and gained necessary skills needed to succeed. While Langan had difficultly figuring out the procedures necessary to fill-out financial-aid forms in college, Oppenheimer was raised to learn social niceties. The author goes into great detail explaining how the experiences provided to Oppenheimer through family wealth helped separate him from a fate all-to-often

The 1961 short story by Kurt Vonnegut, “Harrison Bergeron,” details a dystopian future in which the mediocre and average are lionized, and the exceptional in society are marginalized and treated as though they are handicapped and/or criminal. The plot of “Harrison Bergeron” revolves around the plight of its title character, an adolescent boy who is 7’1” tall, extremely good looking, and has a genius-level I.Q., to boot. In the story, Harrison has been placed in jail in order to protect society from his exceptionality. In the society of 2081 America that Vonnegut depicts, the United States government has installed a fascist government that punishes people for falling above the norm in any instance. As the story progresses, the reader learns that Harrison’s mother is actually of below average intelligence, and this has rendered her into an “ideal citizen.” Harrison’s father, on the other hand, possesses above average intelligence and is subject to constant monitoring by the government, so as to ensure that he does not use his superior abilities to act outside of the norm, in any way. Ultimately, “Harrison Bergeron” is a Marxist critique of the late capitalist society of the twentieth century United States, which celebrates the “average” and the “mediocre,” while demonizing innovation.