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Determinants of intelligence in psychology
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In the article, “Blue-Collar Brilliance” by Mike Rose, he begins with an anecdote of his mother working her blue-collar job at a diner as a waitress. Rose vividly describes her common day that is packed with a constant array of tedious tasks she has to accomplish to make her living. The authors goal appears to be making the reader appreciate the hard work of blue-collar workers because society places a stereotype on them as being less intelligent than someone with more schooling or even a white-collar job: “Our cultural iconography promotes the muscled arm, sleeve rolled tight against biceps, but no brightness behind the eye, no inmate that links hand and brain” (282). I agree with Rose’s conclusion that if we continue to place a stigma on …show more content…
He contributes personal examples and results of clinical tests that argue the misconception of unintelligent blue-collar workers. Rose witnessed the skill and intellect his mother, Rose Meraglio Rose or “Rosie” supplied in order to provide for her family. Especially when Rosie was working in the 50’s of crowded family restaurants, he saw her struggle. Rose observed his mother mastering memory skills to deliver the correct orders and maneuver around her workplace in the most efficient ways. Rosie had to balance many problems on her shoulders, all of which required both mental and physical fortitude. Nonetheless, he still disagrees with the assumption that “Intelligence is closely associated with formal education” (281). Although, this assumption has been implemented throughout history, there are plenty of more social interaction, planning, and problem solving that blue-collars are not credited for. For example, Rose disputes this misconception with the personal study of his uncle, Joe Meraglio. Joe began his journey as a blue-collar after dropping out of the ninth grade to work for the Pennsylvania Railroad. Although he did not receive what most might call a formal education, he eventually joined the Navy …show more content…
Blue-collar jobs are incredibly diverse; his examples of a waitress, factory assembly line worker, hairdresser, plumber, and carpenter do not accurately represent this class of workers holistically. Rose emphasizes his mother’s and uncle’s work life for much of the article. His observations portray a biased insight of the manual labor his family members would endure. If Rose were to observe and judge non-family members, then their circumstances would permit a separate outcome. If Rose discussed a wider variety of situation with the same prominence as his mother and uncle, this could have been avoided. He just makes the argument for accrediting blue-collars for being more intellectual than the misconception, but if Rose wanted to place the worth of these workers on the same level as professionals of the white and pink collar workers, he does not make the cut in my opinion with the finite extent of information. Rose suggests this when slightly compares his mother, Rosie, to a psychologist, Rose states: “No wonder, then, that Rosie was intrigued by psychology. The restaurant became the place where she studied human behavior, puzzling over the problems of her regular customers and refining her ability to deal with people in a difficult world” (281). This appears to be a ludicrous endeavor to make a common demand of a blue-collar job
In “ Blue Collar Brilliance” Mike Rose argues that intelligences can’t be measured by the education we received in school but how we learn them in our everyday lives. He talks about his life growing up and watching his mother waitressing at a restaurant. He described her orders perfectly by who got what, how long each dish takes to make, and how she could read her customers. He also talks about his uncles working at the General Motors factory and showed the amount of intelligence that was need to work at the factory. Rose goes on talking about the different types of blue-collar and how he came up with the idea that a person has skills that takes a lot of mind power to achieve.
It’s easy to form an opinion on a topic you are passionate about, but when a writer causes you to think about something you never thought about and form an interest, then they have done their job. In “Blue Collar Radiance”, Mike Rose talks about blue collar workers and how they manage to work well despite their lack of education. His use of pathos was the heart of the piece.
... to the educated mechanic or even the intelligent laborer it is not so when applied to the mentally sluggish". Thus, one can safely assume that there was little respect afforded to the worker in such a scientifically managed factory. Not only were the immigrants thought of as unintelligent, but there was also little value placed upon the individual experience that each might have brought to the task.
On-the-job education greatly surpasses the benefits of a college education for one main reason: practicality. According to Mike Rose in Blue-Collar Brilliance, working-class citizens may meddle through years of college education, force their minds—in a failed effort—to absorb classroom material, and dutifully complete assignments; however, no education can compare to the real-life test of competence associated with an occupation. How can a blue-collar job compete with or overpower a professional university? Rose explains, “though work-related actions become routine with experience, they were learned at some point through observation, trial and error, and, often, physical or verbal assistance from a co-worker
In Blue Collar Brilliance, which takes place during the 1950’s in Los Angeles, Rosie a mother working a restaurant job brings her son into her work environment. Her son then begins to observe his mother work and over the years begins to create “Cognitive Biographies” (Rose 312) of blue collar work, which shows the difference between the two working classes. For decades, society has perceived blue collar workers and white collar workers differently. Blue Collar workers are seen as not as intelligent or as skillful. In the article “Blue Collar Brilliance” it states that this is not at all true. Blue collar work involves demands of the; body, brain knowledge and intuitions.
In David Foster Wallace's Kenyon Commencement Speech, he speaks towards the graduating class of 2005 about the benefits in having liberal arts major, but that is not the only topic he talks about. David Foster Wallace also points out reasons as to why routine is extremely difficult, dreary, tiring, boring, time consuming, and frustrating. In Mike Rose's, "Blue-Collar Brilliance," he is conversing to the audience the true definition of intelligence and how to gain it. Mike Rose is fond of the idea of routine and believes that routine has a lot to offer to individuals. Mike Rose is able to extend this idea by relating it to his mother, Rose Meraglio Rose, and his uncle, Joe Meraglio. Even though David Foster Wallace and Mike Rose take two different
I think not only is this a biographical piece about Rose’s personal experience. The bigger picture that he is trying to show is what vocational education is and how it sucks the life out of the untapped potential in their kids in a never-ending cycle.
Alfred Lubrano wrote the book Limbo: Blue-Collar Roots, White-Collar Dreams and was raised by a blue-collar worker (Ward 38). Lubrano interviewed many “straddlers,” who are white-collar individuals, or those who work in offices or management and hold high socioeconomic statuses, who grew up in a blue-collar environment (Ward 37-40). These now white-collar individuals, such as lawyers, grew up learning the blue-collar principles of hard work that are not as emphasized in other social classes, and achieved economic success in their jobs due to their backgrounds (Ward 37-40). Lubrano concludes, as a result of conducting these interviews in order to discover how blue-collar work enhances the economic success of other professions, that blue-collar workers inspire a tradition of hard work that is unmatched by any other kind of work ethic in America, and can be utilized in non-blue-collar occupations (Ward 37-40). This robust, persistent work ethic is what lifted the United States from being “a poor nation” to being an “industrious, purposeful” one over the course of two centuries, proclaims former United States President Richard Nixon, who was raised in a blue-collar family (Peters and Woolley).
The author elaborates the confusion that comes about when people think of someone who is smart in the streets but fails to exercise the same in the classroom. In many instances, those who are believed to be capable of maneuvering their ways in the streets are capable of surviving in rough neighborhoods. Alternatively, those who seem to be smart in class may not be capable of effectively doing the same in the event that they find themselves in a task that requires out of class skills. In passing the argument, the author has cited his personal life as an example to explain the misconception regarding the two concepts. In most
Angela lee Duckworth’s lecture was about the key to success and success was not base on the people’s learning ability and on their IQ. However, people need to struggle to fulfill their dream. None of one born on the perfect family with lots of talent. People who have low IQ are not lazy and they are not good on anything. Here in the “Defying the Odds: Victor Cruz” victor got on scholarship to play football. Nevertheless, due to his low IQ on his Academic record, he was kick out twice in two years from Umass. He go back to his back town and start going community college. He struggle hard and never give up. He feel shy to walk here and there because the
Admirable, Idiot, or both? Chris was an idiot, because in his time on his journey he began to distance his way from people, while relying on him to be rescued, and tried to hide his identity through an alias and not disclosing certain information about himself. This man thought he knew what he could do and began to do things that made him get more and more unknowledgeable as his tale continued. Chris McCandless does not earn his title for being admirable when the things he did from day one helped result in his death.
While society generally views blue collard jobs, street smarts, and athletes to be people of low education or intellectual standings, that may not be as true as believed to be. Students, as all people do, have a passion outside of the “get a job, pay taxes and die” quantities of life. Some people find their passion through sports or working with something with their bare hands. The educational system fails to recognize the distinction of these so-called anti-intellectuals as only the “book smart intellects,” as Graff described, are valued by the schooling system. Graff turns down the idea that school or book smart people are intellects based solely on that fact. Instead, Graff places that intellects are rather those who pursue their passion, whatever that may be. As Graff puts it, “Real intellectuals turn any subject, however lightweight it may seem, into grist for their mill through the thoughtful questions they bring to it . . .” (Graff, 2003, p. 265). Before continuing this quote, a line needs to be drawn to the meaning of pieces at the end of his statement. As this quote finishes “. . . whereas a dullard will find a way to drain the interest
“He walked down that whole double line with tears flowing, with guys clapping and cheering as he went” (Brooks). “Dignity and sadness in the working class” sets an affectionate tone throughout the article. “His best job came in the middle of his career, when he was a supervisor at the sheet metal plant. But when the technology changed, he was no longer qualified to supervise the new workers, so they let him go” (Brooks). The sheet metal plant company should have use their resource to train him on that new technology rather than let him go. Now he and his wife have to take care of an elderly women who has a tough time swallowing. In the twentieth century, twenty eight percent of all working class families are consider to me among
One of these clever individuals was George Bergeron, whose extraordinary intellect was shamed and restricted in able to bring him down to an average level mindset so that it was equitable to those without a higher brainpower. He was required to wear a transmitter that played noises, which would scatter his thoughts and inhibit him from using his mind to its full thinking potential so that he wouldn’t outshine anyone else’s intellect. His wife, on the other hand, was less knowledgeable and, therefore, did not have to wear a transmitter to slow her thought process. Instead of the average people given to opportunity to improve their intelligence, the bright people were restrained from using their own thinking capacity. George Bergeron was restricted from his full intellectual potential because of the government’s obsession with enforcing equality similar to how John-Mary Nantengo was restricted from his full intellectual potential because money stood in the way from obtaining education. In McBain’s The learning curve, she describes that the poor were brought up and given the opportunity to education through Peas, exhibiting a positive way to enforce equal opportunity. On the contrary, in Vonnegut’s Harrison Bergeron, the intellect of many individuals was brought down to the level of others,
In I just want to be average by Mike Rose, it is about how Mike Rose recalls his educational experience in a vocational school. A vocational school is a school full of bottom level classes. To be placed in a vocational school, students have to have a low score in their placement test. Rose accidently got placed in the vocational school, because his test got mixed up with another student named Rose. After realizing Rose accidently got placed in, he continued to still stay in the vocational school. Throughout the story Rose talks about each student he meets. He makes them seem like they are not just uneducated kids with discipline issues. Rose identifies a specific trait that stands them out from one another, despite them being lower leveled students; they are something more than that to him. Also, he describes how the teachers behave. The teachers are insensible and use violence to punish and get through to the students. Most of the teachers he describes show lack of control in the class, not only that, but they are not prepared for lesson plans; all but one teacher, Jack Macfarland.