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Visual Intellectualism Gerald Graff expresses his concern in “Hidden Intellectualism” about how the education system does not accurately measure true intelligence. If the education system used each individual’s interests, Graff argues, the individual would be much more intrigued in the subject matter; therefore, increasing his or her knowledge. Throughout the article, Graff also draws on his love of sports to support his argument, saying that it includes elements of grammar, methodologies, and debate. He believes this proves that interests can replace traditional teaching. Graff contends one’s interest will create a community with others throughout the nation who share the same interests. While it is important to pursue your interests, there …show more content…
In order to understand a subject, one may have to see how it has developed over time. For example, Mary Shelley’s “Frankenstein” is known to be the first “horror” literature. It may have a lull when she describes the nature (a significant theme at the time) but without it writers like Stephen King may not be around today. The history of the subject allows a student to become more familiar with a certain topic. In the case of the “horror” literature, the student can have a conversation as to what elements make it “horror” literature. The same can be said for all subjects. In order to write, one must know proper grammar and paper …show more content…
It can be a tedious task for a person to find another who share the same interests. That is why it is important to understand and respect other’s interests. Even if a certain topic doesn’t intrigue you, it may be a large part of someone else’s life. Having a broad knowledge on many different topics allows you to expand your connections with others and have intelligent conversations, increase your knowledge and theirs. In liberal art colleges, this is the message they try to embed in their students. It’s perfectly acceptable to have you passion, but it’s also important to be well
All in all, “Hidden Intellectualism” is a pleasant journey through the nuances of educating future intellectuals, especially with Gerald Graff at the helm navigating as only a venerable ship captain can.
Graff also gives his childhood experience as an example of himself successfully becoming more intellectual due to his passion with sports. Thence, Graff suggests schools to encourage students to exercise their personal interests in an intellectual serious way, and by doing that, it will help students to apply their unique intelligence into academic effort.
Graff begins by talking about the educational system, and why it flawed in many ways, but in particular, one: Todays schools overlook the intellectual potential of street smart students, and how shaping lessons to work more readily with how people actually learn, we could develop into something capable of competing with the world. In schools, students are forced to recite and remember dull and subject heavy works in order to prepare them for the future, and for higher education. “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic. We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV, or video games.” (Graff, 198-199) In everyday life, students are able to learn and teach themselves something new everyday. It is those students, the “young person who is impressively “street smart” but does poorly in school” (Graff, 198), that we are sweeping away from education and forcing to seek life in places that are generally less successful than those who attend a college or university.
Co-author of “They Say/I Say” handbook, Gerald Graff, analyzes in his essay “Hidden Intellectualism” that “street smarts” can be used for more efficient learning and can be a valuable tool to train students to “get hooked on reading and writing” (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than “academic work” is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, “Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a life-less explication of Hamlet or Socrates’ Apology” (205). Graff adopts a jovial tone to lure in his readers and describe how this overlooked intelligence can spark a passion in students to become interested in formal and academic topics. He uses ethos, pathos, and logos to establish his credibility, appeal emotionally to his readers, and appeal to logic by makes claims, providing evidence, and backing his statements up with reasoning.
If one were to analyze this essay, they one is to find out that it is written the way he advocates teachers to teach. Most of this essay is written in a story context, but it is meant to be analyzed. Once the reader analyzes the essay, the essay being a simple one, he or she will have involuntarily tested out Graff’s suggestion stated in the last paragraph. In writing this essay, Graff also assumes that the reader will now try to analyze everything they read in their everyday lives, not just what they read at school. This advocates the thought of real intellectualism because the reader is able apply this many things like the news, Facebook, homework, and any other reading. In doing so, the author actively promotes his thinking of finding real intelligence (400). Graff uses his audience in order to promote his thinking of real
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
With the many types of learning styles, there are also many different areas of study. I believe it is imperative to be a well-rounded student by exploring different subjects. In the future we will interact with people with different backgrounds, different beliefs, and different ideals. With this in mind, being exposed to a variety of topics during college will help understand and relate with people that we may cross paths with in the future.
In chapter 4, the author talks about interests. Interests are different than skills because you can be interested in something and not have the skills to do it or vice versa. If you do not have a skill, it can be developed in order for you to pursue an interest you have. There are six themes of interests. They are realistic, investigative, artistic, social, enterprising, and conventional. Realistic themed people use their physical skills. They may enjoy outdoor and hands-on activities. They are practical, constructive, concrete thinkers, and observant. Investigative themed people are motivated by analyzing. They enjoy to conduct research and make observations. They are intellectual, theoretical, independent, and task-oriented. Artistic people
...h articles provide strong evidence in which students need to be immersed to a high degree in meaningful, purposeful, high quality literature for his or her writing to be influenced. Furthermore, students not only need to immersed in high quality literature, but this literature has to be discussed and incorporated into a writing community to nurture and foster the development of the readers and writers within the community. In summation, both of these articles address the necessary reading-writing connection in relation to students’ compositions and growth as a reader and language communicator.
For example, I am having trouble focusing on just one topic for the end of the year project. I want to learn how to find an objective and develop it well. Also, literature is influenced by the writing of many such as Shakespeare, Dickinson and even Stephen King. They all have a peculiar style, which is why they stand out. Being able to develop our own style requires something advanced and this is something I wish. Overall, this class will benefit me in many ways
Why read literature? To many of us, that question seems as strange as asking “why breathe?” Literature has been part of our life, family, school, and community for as long as we can remember. Literature offers windows to worlds outside students’ experience as well as mirrors onto the world they already know. Literature also prepares students for the personal challenges and moral dilemmas they are likely to face (Barnet). When in literature, an author can go many ways in their writing, for example: romance, comedy, horror and gothic literature. One of the best well-known gothic author’s is Edgar Allen Poe. Gothic literature is described as a genre that combines both elements of horror and romance. The effects of Gothic literature feeds on compelling the idea of terror, an extension of Romantic literary.
“The secret in education lies in respecting the student,” said Ralph Emerson. The quote above reflects upon the sheer importance of respecting a student’s capacities, characters, and qualities alike in the school environment. Whether it be a teacher’s failure to recognize a student’s athletic talents or a negro parent succumbing to a segregationist legal system, ignorant mindsets plague the current philosophy of education. Instead, teachers ought to recognize a student’s artistic skills and athletic capacities and possession of the so-called gift of the gab. Parents ought to respect their children’s desires to exercise their free will and natural talents. Academic instructors ought to encourage scholars to strive for success by rendering genuine assistance, rather than inundating their lives with onerous tasks. Needless to say, the prevailing institution of “education” offers an insightful, open-minded approach to readying pupils for the ensuing workplace environments.
The study of Literature lends to an understanding of our history, our society and sometimes ourselves. With Literature, we see the Countries and People as they were. We experience the different climates,language and tone.
And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since that 's what the professor is interested in.
Writing courses act as a fundamental basis for most other classes; they teach you basics such as learning how to speak and write properly. Writing helps students learn how to think quickly and gather ideas into a well-developed format. For example, usually when a student is asked to write a paper, they are only allowed a certain amount of time to