Malcolm Gladwell's The Trouble With Geniuses

If a researcher wants to determine if a student who participated in extra-curricular activities in high school will have higher grades in college than a student who didn’t, they could see the cause and effect that extra-curricular activities has on a student’s college studies.

Academic work should not define intelligence nor should a job define ability; a person, regardless of grades, degrees, or job title, is an intellect. Together, Gerald Graff, a coauthor of They Say I say, professor, and former anti-intellect, author of "Hidden Intellectualism," and Mike Rose, professor, author, and in depth thinker, author of "Blue-Collar Brilliance," share two different perspectives on what an intellect truly is. Yet, both writings hold meaningful points and experiences to prove who qualifies to be an intellect. Society continuously focuses on what leads to a successful and rounded life: go to school, graduate, go back to school, get a degree, and then a job. It is believed that these high expectations of higher academics enables one to be more successful is correct; however, it is not. It is a person’s individual goals that give them the success they wish to have whether that be education, volunteering, or donating. Also, street smarts is not to be overlooked; a person with common sense can know more than a Doctor. Typically, a person can have either common sense or intelligence, not both. Street smarts is, without a doubt, a superior quality to possess as it encompasses more in life than just a degree does. For example, it is more appropriate to know how to cross a street properly in life than know how to perform a craniotomy. Furthermore, one does not gain knowledge and life lessons through school alone, but through experience,

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.

I believe that the main argument developed in Chapters three and four of Outliers is that life success is not directly related to your own IQ level. Gladwell states, “The relationship between success and IQ works only up to a point” (Gladwell, 2008). “Once someone has reached an IQ of somewhere around 120, having additional IQ points doesn't seem to translate into any measurable real-world advantage” (Gladwell, 2008). This is where talent comes into play.

Does being intelligent really make us more likeable? Charlie thought that the people who sat at the lunch tables had more friends because they were smart, because they were at the college. He made the connection to being surrounded by like-minded people and education. Maybe being more educated on common topics makes us more conversational as we can relate to more people’s individual interests. This brings me to question his thinking (and grow my own intellect), by asking what about children? We see toddlers make life-long friends. If Charlie would’ve thought the same as me, he would’ve came to the conclusion that you don’t need a 185 IQ to have

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

Individuals do this when they are not even thinking about it. Individuals do this when meeting new people, walking down the street, looking for a new shampoo, or even choosing a restaurant. What is it that individuals are doing you might ask? They thin slice constantly throughout their life and they do not realize it while it is happening.

Malcolm Gladwell makes many debatable claims in his book “The Outliers”. One of these controversial topics is brought up in chapter three when he talks about a person’s IQ and how that relates to one’s success. After reading “Outliers” I believe that this is the most controversial topic. I agree with Malcolm Gladwell because there are a lot of people who are not really smart that are very successful, success can be viewed differently by different people, and by my own experiences on the U-High soccer team.

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

One of the first things a child is taught while growing up is the well-known cliché, practice makes perfect. This phrase has been the basis for trial and error situations time and time again, where if it doesn’t work the first time then keep trying. In Outliers: The Story of Success, Malcolm Gladwell leaves the audience with a memorable observation, the 10,000 hour rule. The basis of the 10,000 hour rule is that an area of interest requires 10,000 hours of practice in order to become an expert. Although this may be true in some situations, how can someone practice something they are unable to do? Natural talent and ability are crucial characteristics in order to become an expert in any area. This phenomena highly lends itself to the observations made about intelligence and genetics. The main misunderstanding when considering whether this argument is fundamentally nature or nurture is the difference between intelligence and education. Many consider education to be exactly equal to intelligence, which is the basis for the believing that working hard will essentially result in intelligence. Intelligence is considered as “a very general mental capability that, among other things, involved the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience” (Colangelo19-39.) Qualities that make up the realm of intelligence are things that people are simply born with and cannot easily be taught and trained. One may be able to work twice as hard as the next person and equalize their achievements, but the essential difference at work is the way the mind process information and the difference between intelligence and education. Although some consider intelligence to be an environmentally based attribute, they fail to understand the true meaning of

Earl Hunt a professor says “ While petty crime rates would fall in a society of Newton's, Hunt speculated that white collar crimes, such as banking scams and cover-ups by pharmaceutical companies, might increase even grow more sophisticated”(Wolchover, By Natalie “What if Humans Were Twice as Intelligent?”LiveScience. TechMedia Network, 14 Jan 2012. Web. 29 Mar. 2016). Hunt states that small crimes would flush down the toilet like a dead fish, but bigger crimes would be performed more often as people would be more sophisticated making the crimes more sophisticated. Richard Haier a neuroscientist says that “Even if everyone had an IQ of 200, you’d have exactly the same range of personalities as you do now, and because that's a determining factor is how good society is, you won’t necessarily have a better society”. (Wolchover, By Natalie “What if Humans Were Twice as Intelligent?”LiveScience. TechMedia Network, 14 Jan 2012. Web. 29 Mar. 2016). Haier explains that even with people with higher IQs the world would be a better place because people's ways wouldn’t change. Hunt also says “there’s evidence to suggest that many humans, if significantly smarter would, lose their belief in God”. (Wolchover, By Natalie “What if Humans Were Twice as Intelligent?”LiveScience. TechMedia Network, 14 Jan 2012. Web. 29 Mar. 2016). Hunt clearly shows that as people become smarter they will

Passion and determination towards long term goals (otherwise known as ‘grit’) are parts of cognitive development. (Kantrowitz 2016). Grit is seen to be necessary for academic expertise in all fields ranging from sciences to the arts. (Ericsson, Prietula and Cokely 2007). Natural born Intelligence Quotient, also known as ‘IQ’, is described as a person’s ability to complete problems and understand concepts. This is compared across the population to give an average IQ score (Latham 2006). However, can this number accurately measure whether a human will become an expert in a field sooner than a grittier person? The focus of this essay is to evaluate whether grit or IQ has the most positive effect on cognitive development.

Thoughts can be fleeting, however some of the feelings resulting from thought and can have a long lasting impact on the mental state of a person. In my metacognitive exploration I found an interesting comparison between the way in which I think and approach my past feelings and the methods which Tim O’Brien, from The Things They Carried, and Paul D from Beloved express their thinking about the past. I have discovered that the expression of thoughts, including memories and feelings, is the key to a healthy mental state of a person.

Knowledge isn’t all about what people know or how well they are in school. IQ tests test the intelligence of the person; however they test the pure thinking capacity rather than what people know. This means that intelligence comes from the entire cognitive thinking ability and not what they

The issue being debated in the article “Hidden Intellectualism” by Gerald Graff is street smarts versus book smarts. Gerald Graff is an English professor at the University of Illinois and has written many books. The author claims that people are better off if they are more street smart than book smart. The authors is very persuasive using real life examples. I although disagree with this claim. I think that you need an equal mix of both street and book smarts.