Hidden Intellectualism, by Gerald Graff

1378 Words3 Pages

In “Hidden Intellectualism,” Gerald Graff pens an impressive argument wrought from personal experience, wisdom and heart. In his essay, Graff argues that street smarts have intellectual potential. A simple gem of wisdom, yet one that remains hidden beneath a sea of academic tradition. However, Graff navigates the reader through this ponderous sea with near perfection. The journey begins at the heart of the matter, with a street smart kid failing in school. This is done to establish some common ground with his intended audience, educators. Since Graff is an educator himself, an English professor at the University of Illinois in Chicago, he understands the frustrations of having a student “who is so intelligent about so many things in life [and yet] seems unable to apply that intelligence to academic work” (380). Furthermore, Graff blames schools for not utilizing street smarts as a tool to help improve academics; mainly due to an assumption that some subjects are more inherently intellectual than others. Graff then logically points out a lack of connection “between any text or subject and the educational depth and weight of the discussion it can generate” (381). He exemplifies this point by suggesting that any real intellectual could provoke thoughtful questions from any subject, while a buffoon can render the most robust subjects bland. Thus, he is effectively using logic and emotion to imply that educators should be able to approach any subject critically, even non-traditional subjects, lest they risk being labeled a buffoon. After a smooth start, Graff makes a slight misstep when trying to ram the above point home with this punch line: “That’s why a George Orwell writing on the cultural meanings of the penny postcards is infi... ... middle of paper ... ...passion and mission as educators. Therefore, they are likely to not only believe Graff, but even champion his cause. In his closing remarks, Graff once again makes a slight stumble. He begins his final paragraph with, “If I am right, then schools and colleges are missing an opportunity when they do not encourage students to take their nonacademic interests as objects of academic study” (386). Using the words “If I am right” shows uncertainty and might hurt his credibility with some readers. Luckily, Graff’s argument and credibility remains intact. Since, the reader will most likely pause and reaffirm, to themselves, that Graff is indeed right. 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.

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