Biographies Of Hegemonies By Karen Ho Summary

Many people consider book smart the only form of intelligence, but a lot of people who attended college and obtained a degree can’t perform a basic task of changing a flat tire. So does that make those people unintelligent? Mike Rose explains in “Blue Collar Brilliance” and Gerald Graff explains in “Hidden Intellectualism” that there are many different forms of intelligence. In Rose’s article, he explains how he observed his mother along with other family members work blue-collar jobs. He explains how everyone involved with blue collared work develops a sense of intelligence in many different forms. In Graff’s article, he explains how schools and colleges are doing a poor job at getting the full potential out of students. Graff thinks that if we give students things they like to read then they will progress to more scholarly readings. Both authors describe how society doesn’t value all types of intellectualism. Rose explains how people are stereotyping blue-collared jobs and not appreciating them. Graff explains how schools and colleges aren’t fostering intellectualism because they don’t take interests into account.

Essentially, the topics Gladwell covered in this book include are, being at the right place at the right time, the 10,000-hour rule, timing, upbringing, and pursuing a meaningful career. Although all of these have been proven by Gladwell to be a major component of success, I do not agree with the idea of a particular upbringing will determine success. With this idea, Malcolm also includes that

Differing opinions exist regarding the purpose and usefulness of a college education. While attending college appears to be a legitimate course of action to advance one’s educational and professional aspirations for some, it may seem senseless when considering the rise of college tuitions coupled with the fact that a college degree does not necessarily guarantee a job. Either way, defining the value and worth of a college education remains subjective. However, in the film, Good Will Hunting, the importance or perceived importance of a college education seems to be rejected at large, namely by the main character, Will Hunting, and his psychologist. Specifically, two main perspectives are shown regarding the frame of mind one should possess regarding education, one that values academic achievement and jobs, and the other that rejects those ideals and focuses primarily on self-discovery to figure out what is wanted in life. Consequently, both perspectives result in different behaviors among the characters in the film. Although Good Wil Hunting accurately highlights some of the major downfalls of a college education, it unfairly criticizes the emphasis college cultures places on achievement and future success. Because of this, the film takes devalues a college education and subtly frames it as a waste of resources through overtly ridiculing it.

The author explains exactly what the professional asserts and how particular pieces of evidence relate to Gladwell’s unconventional idea of success.

Gladwell reveals that a person’s status or appearance allows them to automatically appeal to ethos. People often judge someone else’s character by his or her appearance. Some people may have stronger presences than others, and this contributes to how other people perceive the individuals with a more noticeable aura. For example, Warren Harding’s appearance led the people around him to believe that he would be a great presidential candidate. Harding appealed to the public because his appearance and ethics established trust in the people. Likewise, the way a CEO might present himself allows people to recognize the authority that he has over other people. Both Harding and the CEO are men who have established their reputations as a result of their

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.

When people hear the term “Ivy League school”, they oftentimes think of a prestigious, high ranked college where extremely intelligent, well-rounded individuals go to shape themselves into an efficient member of society. However, a piece published by William Deresiewicz called “Don’t Send Your Kids to the Ivy League” does exactly the opposite, as Deresiewicz, a former 8 year Yale professor, criticizes Ivy League schools for being too constricting and not allowing their students to be themselves and come out to be a well-rounded efficient member of society. Deresiewicz is an award winning essayist and critic, as well as a frequent college speaker, and the best selling author of the 2014 novel “Excellent Sheep,” which also criticizes the roles of major Ivy League schools relating to American society. The main theme of “Don’t Send Your Kids to the Ivy League” is to convey the message to parents that contrary to popular belief, Ivy League schools do not always create perfect, well rounded individuals, and Deresiewicz uses his years of experience at Yale and the years he attended Columbia to back up his claims that sending away your kids to the Ivy League is not always the best choice.

In the article “Blue-Collar Brilliance”, Mike Rose’s main focus was to convey that there are forms of intelligence than just being intellectual. Rose, suggest that a broader perspective of education allow us to expand our understanding of what intelligence is. Rose explains what our culture views as intelligence: “Our cultural iconography promotes the muscled arm; sleeve rolled tight against biceps, but no brightness behind the eye, no image that links hand and brain” (Rose). In making this comment, Rose urges us to take a step back and to look society’s perception of blue-collar work as not as demanding or requiring as much brain powering as white-collar work. Often people do not realize that a person who has a blue-collar job is just as

Gladwell’s main purpose was to inform readers that smart can be dyslexic; genius can go to Maryland State rather than Brown (an Ivy League School). For instance, lawyer

As a high school senior, the pressure to pick the school that will provide me with both a good social and academic experience is on. For someone like me, I would be content with going to a good state school to save money. But for other students, Ivy League is the only option. These same students and their parents strongly believe that an Ivy League education is the principal to the finest opportunities in life. William Deresiewicz claims they do not give a remarkable social experience nor do they allow room for students to think themselves. In his article, “ Don’t Send Your Kids to the Ivy Leagues”, he uses his status and personal anecdotes to persuade the reader of just that.

Gladwell opens this part with the story of the observed PC scientist Bill Joy. The University of Michigan opened one of the world's most created PC centers in 1971. He entered school thinking about a significant in either science or number juggling, yet he uncovered the preparing concentrate late in his first year and was trapped. Happiness at last enrolled in doctoral level school at college Berkeley, where he incapacitated his PhD overseers with his academic capacity and brilliance. He went to adjust UNIX, a standard working structure, and his modifies stay basically today. It is every now and again said of Joy that he succeeded in a challenging new world where legacy, affiliations, and status didn't have any kind of effect. He was judged exclusively on his ability. Gladwell dispatches into a discourse about the presence and nature of "inherent ability"— the inclination, insight, and capacity we are

Gladwell’s use of ethos through word choice and tone throughout the five-page case in Outliers is concerned and disappointed as if in this example he is upset that his thesis is holding true. He is displaying himself as an equal to the audience, just as sad and frustrated throughout the disappointing Langan case, “That was the lesson Langan learned from his childhood: distrust authority and be independent,” (110). The pathos employed by emotional influence is strong throughout the entire discouraging case because the audience views the great potential of Langan, lost due to a lacking background. Gladwell uses short phrases to be direct with the issue which forces his audience to ponder on the information, “He’d had to make his way alone, and no one - not rock stars, not professional athletes, not software billionaires, and not even geniuses - ever makes it alone,” (115). The mental image of Langan having to persevere in harsh conditions with Gladwell’s thesis of success against him, makes the audience feel for him. Furthermore, it u9nfortunately persuades the reader that if the super genius, Chris Langan, cannot succeed because of his lacking background, then Gladwell’s thesis that success is based on factors

A time where I experienced hegemony was when I was at T.E Culbertson elementary school I was about six years old and I was outside playing on the playground waiting for my turn to get on the monkey bars. Since the elementary school was prodomitaly black I stood behind about four other black kids and behind me was two other white girls. I remember climbing up the stairs to reach the bars and I noticed the other kids picking on this pale, little dainty girl named Victoria she was being teased because according to the other kids she wore the same thing on a regular basis. Growing I was always told to treat others the way I would want to be treated an I knew for sure I wouldn’t want to be teased or made fun of. So I jumped down from the monkey

Writer, Mike Rose, in his rhetorical essay, “Blue-Collar Brilliance,” voices his familiarities with family members that labored blue-collar jobs as well as a few of his occurrences as a student. Persuading his audience, Rose judges that blue-collar jobs require intelligence and that intelligence should not be dignified by the amount of schooling that one has received. Mike Rose not only analyzes his mother, a waitress, but nonetheless of his uncle, who started a job working on the assembly line at General Motors and accomplished enough to become a supervisor. Comparing the lives of his family and the author’s experience in receiving a higher education, Rose describes his experience in observing

Their entitlement and self worth is not in them it is constantly told to them and so they believe it when in actuality these people who run our countries finances may not be the "smartest". "They [investment bankers] make Harvard students feel like they are best and are constantly reminded of that" (Ho 176). By Ho showing the mindset behind these people to the public she helped bring society to the realization that the investment bankers although obtained knowledge at these elite institutions they, investment bankers, are not very different from the rest of society. The students, investment bankers as well as the rest of society are placed on a level playing field and in turn Ho brings them all together as well as her "self".