Anti Intellectualism : Why We Hate Smart Kids

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

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

In Gerald Graff’s essay Hidden Intellectualism he aims his writing towards schools, universities, teachers and the academic community. He responds to the situation of; teachers, schools and colleges overlooking intellectual potential of “street smarts”. His purpose in this essay is to acknowledge the readers that that there are different types of intellectualism and to point out flaws in the academia. The message Graff is trying to convey is that schools and teachers need to approach education in a different and more engaging way. In this paper, I will explain Graff’s point of view by showing you how he uses sports, personal experiences, students non-academic interest and rhetorical appeals. To give you a better understanding of Graff’s

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.

“Hidden Intellectualism,” an excerpt from They Say/I Say: The Moves that Matter in Academic Writing by Gerald Graff, explains the importance of having diverse intellectualism and helping the kids with street smart intellectualism turn it into academic growth. The author’s claim in this excerpt is that school and colleges are missing out on an opportunity of helping the street smart kids grow their intelligence into good academic work. The significance in the author’s claim is that the students who believe they don’t have much of an opportunity in school or other things related to academics, realize they do.

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

Most people, when asked, say that a person is intelligent if they have “book smarts.” People that are book smart can write and converse about subjects taught in school. On the other hand, people with “street smarts” aren’t seen as intellectuals because the subjects they are knowledgeable about are not traditional. In his essay called “Hidden Intellectualism,” Gerald Graff insists that schools and colleges are missing an opportunity to translate street smarts into academic work.

Additionally, Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” There are different forms of intelligence that go beyond what our school system measures. Students are not a unit to be measured, and students cannot be assigned a numerical value to identify their intelligence. Students are diverse—they learn at different speeds, and they learn in different ways. Focusing solely on test scores is hurting our students and deviating away from building our society on success and excellence. Critics are slowly realizing the problems associated with standardized tests—they create anxiety, they are extremely biased, and they do not measure the ability to think deeply.

When it comes to the topic of hidden intellectualism, most of us will readily agree that a lot of students are seen to have an issue with it. Where this agreement usually ends, however, is on the question of is it the students fault. Whereas some are convinced it is, others maintain it is at the fault of the teachers or professors. Gerald Graff has his argument that in many cases book smarts can be hidden in street smarts. I believe that kids that struggle with their talents being hidden behind “street smarts” need a certain amount of attention and focus to help them acquire their abilities and strengths.

“Hidden Intellectualism” an article written by Gerald Graff is a very interesting piece of writing intended for the audience of high school and college educators. Throughout the text Graff argues that high schools and colleges are failing to incorporate topics that interest street smart students into the school system, which is therefore resulting in street smart students failing to do well academically in high school and college. He uses his own personal anecdote to support this. Graff successfully persuades his audience that high school and colleges can develop a student’s intellectualism by using topics that already interests students. He successfully does this through the use of development, conventions, and evidence.

Being a smart kid is an honor to most, but as a child, Mark Bowden believed otherwise. In “The Dumb Kids’ Class” he tells his unique experience in Catholic school, where he was in the dumb kids’ class and then switched into the smart class, and discovers the true differences between them.

In any country, there are intellectual people who strive to gain as much knowledge and information as possible and there are athletes who only care about winning the game. However, in America, society values and idolizes the strong athletes over the scholarly bookworms. In “America Needs Its Nerds,” Leonid Fridman develops his idea about society’s inaccurate and flawed system of values through the use of description and examples, comparisons, and rhetorical questions.