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What are the influences of family
What are the influences of family
Influence of parents
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Rory, The “Smart” One: Look Where She is Now Fans of the original TV series Gilmore Girls know and (most of us) love Rory Gilmore. She represents a certain American Dream for young girls who strive for what could be considered an ideal feminist path. Rory was born to a single, teenage mother and the pair, through hard work, dedication, and a few family favors manages to send her to a top-rate, private preparatory school. Chilton Academy, although not the foundation of her success, would certainly become an important factor in her admittance to Harvard, Princeton, and Yale (she attends the latter) and her promising journalism career. Truly, a new American Dream, that which the youth of America can strive towards, and which the vast majority …show more content…
Well she’s Smart of course! Her success is built upon the premise that she is capital S Smart. How do we know this? How does Rory know of her “Smartness”? The adults in her life all affirm it constantly. We hear time and time again, “Rory’s a smart kid.” Her astronomical intelligence pulls her occasional failures into sharp focus. The sixth season of the show focuses on her personal crisis as she realizes that, Smart as she may be, she may not make it in her chosen field.
Growing up, my mom, sister and I had a weekly ritual: Order a pizza and put on Gilmore Girls. I always related to Rory. I never aspired to the Ivy Leagues, but I was born into relative privilege as a white girl with the opportunity to get a good education, and I was always “Smart”.
I was reminded of this connection as I watched the 2016 4-part addition to the series, Gilmore Girls: A Year in the Life. I, along with my mother and sister, was deeply dissatisfied with the portrayal of most of the major characters. Set 10 years in the future, this addition seems to morph everyone into the worst possible version of themselves. The most common criticisms in my house were of Rory, and the path she’s seemingly taken. “Rory never would’ve-” my mom pleads with the TV screen about any number of the character’s choices. For me the discomfort wasn’t so much with the implausibility of how it turns out, but rather with the possibility that Rory’s promising future looks like
For a majority of children, their role model is their favorite celebrity. These celebrities tend to be athletes, or musicians. Several gifted children admire people who are not as famous, such as famous scientists, authors, or artists. While an intellectual child may be a fan of a celebrity, they may not look up to them in the same way other students would. “Certainly the image presented by modern celebrities suggests that intellectualism has no ties to success and social legitimacy,” which explains how celebrities are practically promoting anti-intellectualism (Penrod, 755). Other students will likely find intellectuals’ role models strange and will tease both the role models and the intellectual children, which decreases their reputation with the intellectuals. Nobody wants to be friends with someone who mocks their role model. When everybody is making fun of an intellectual’s role model, the chances of an intellectual socializing are slim for his ir her feelings are hurt. If the people setting examples were intellectuals, the anti-intellectual movement would probably be different, but as of now, the only way for gifted people to be popular is to change the world with whatever they do best. Changing the world sounds much harder when an intellectual student does not have
“The Dumbest Generation” is a title no group of people want to behold. Nonetheless, people under age thirty have been given this belittling title. To those who go off questions about obsolete general knowledge rather than the ability to take in and evaluate knowledge, this title may seem quite fitting. However, Millennials aren’t quite as dull as they’ve been perceived to be. The ability of Millennials to absorb information, rather than know general facts, and their use of contemporary technology as reading and writing resources has proven that they are quite an innovative and bright generation.
The creator of Gilmore Girls, Amy Sherman-Palladino, thought mother-daughter relationships would make a compelling television series. She had always been fascinated by the “everyone knows each other’s business” characteristic of small towns. When she decided to combine the two, Gilmore Girls was born. On the surface, it is a simple show about a self-absorbed single mom trying to raise a daughter while coping with her own overbearing mother. By more closely analyzing each character’s witty banter, one can see the philosophical aspects of the show. One of Sherman’s main goals was to create unique characters. As a result, she gave them all extreme personalities. Lorelai, the single mother, usually only thinks of herself. Her daughter, Rory, exhibits the voice of reason. She employs logic in her every day life and uses it to counteract Lorelai’s impulsiveness. Emily, Lorelai’s people-pleasing mother, engrosses herself with society’s views and rarely considers her own or anyone else’s happiness. When examining these characters, one can see that they closely relate to conflicts that arise in our own mind on a day-to-day basis. The main characters in Gilmore Girls parallel Sigmund Freud’s psychoanalysis of the mind.
We were all hoping to grow up when we were young, as the time pass by, we are growing older and having more opportunities to decide what we want. However, every decision you made are always coming with many responsible. Why do we need to be responsible for our actions? What if we did not take responsibility for our own actions? Obviously, we’ll influence our future, but even more we may also influence other people’s life and their point of viewing us. In the short story “A Boy Grows Older” by Morley Callaghan, the main character Jim Sloane is a man that realize his own responsibility after he feels he may influence his parent’s life and decides to take his responsibility in the end. We should take personal responsibility for our actions for preventing us to affect others.
Ever since I became literate, literacy relied on as an important life skill to the point where I would challenge other kids to see who appeared smarter. But I've grown up to learn that obsessing over intelligence has not and will not make me any smarter. This relates similarly to one scholar, Cathleen Schine, who claims she is an illiterate to the world due to her poor choices of obsessing how smart she is, but she learned to control and outgrow the phase while she had the chance to in her article “I was A Teenage Illiterate”. Cathleen would carry intelligent and authentic books, but she only understood 10% of a classic novel and ended up developing into the 90% as she grew up (“I was a Teenage Illiterate”). This goes with the fact that as
“Hidden Intellectualism” written by Gerald Graff, is a compelling essay that presents the contradicting sides of “book smarts” and “street smarts” and how these terms tied in to Graff’s life growing up. Graff felt like the school was at fault that the children with more “street smarts” were marked with the reputation of being inadequate in the classroom. Instead of promoting the knowledge of dating, cars, or social cues, the educational system deemed them unnecessary. Gerald Graff thought that “street smarts” could help people with academics. In his essay, Graff confessed that despite his success as an “intellect” now, he was the exact opposite until college. Where he grew up in Chicago, Illinois, intelligence was looked down upon around peers
Anti-Intellectusim: Why We Hate the Smart Kids, author Grant Penrod argues that intellectual kids are not respected in today’s society. Although he makes a valid argument with some good points, he bases his statements off of his high school experiences. In reality, the world is much different after high school. His idea of intellectual kids not being praised in society is false. This idea can be compared to the false idea that upper social classes are treated worse than middle and lower classes. Kids with high intellectual abilities are valued and can be compared to the upper social class with its access to many privileges.
[7] Section 25 voluntary of the C (S) A 1995 to section 73 (4) of the
Social class should not be used to define a person. Every person has the ability to overcome the roadblocks that society has placed in their path, so long as they have the determination and motivation. In Gerald Graff’s article, “Hidden Intellectualism” , he explains how social class is irrelevant when it comes to education, despite what society will lead you to believe. He displays how everyone is intelligent in his or her own way.Lynda Barry during her article, “ The Sanctuary of School” spoke about the importance of education to her and many other students like her.Another writer, Mike Rose shows how despite the thoughts that society puts in our heads we can still be successful in his article “Blue Collar Brilliance”.Regardless of social
What is learned in school, be it public or private, determines, for the most part, what position an individual will find themselves in - in the future. In “White Privilege and Male Privilege,” Peggy McIntosh, an author known for doing something that is rarely done in the white community--speaking of her race--makes references to education, to her privileged education, to support her argument on white and male privilege. Sometimes I wonder what society would look like without education; would there be any norms, or rules? Education is so deeply instituted into most Americans' lives that those questions will probably never be answered. One thing is certain; some people are able to get a better education than others.
Gerald Graff’s article criticizes the way schools associate “book smarts” with intellectualism and “street smarts” with anti-intellectualism, offers his own life experiences to counteract this view, and argues how “street smarts” can coincide with intellectualism.
Although my journey to the University of California, Los Angeles has required many hours of arduous work, it is irresponsible to neglect the fact that my skin color has given me an advantage on my journey towards higher education. My whiteness has, in some ways, allowed me to attend a private college-preparatory school, pay for testing such as the ACT and SAT, apply to colleges, and eventually pay college tuition. Although the dedication my parents have put into creating financial stability for my family is clear, recognizing the lack of obstacles and discrimination they dealt with, as opposed to the daily oppression of many minority groups, is necessary. Lipsitz argues that “Whiteness is everywhere in American culture, but it is very hard to see… ‘white power secures its dominance by seeming not to be anything in particular.’ As the unmarked category against which difference is constructed, whiteness never has to speak its name, never has to acknowledge its role as an organizing principle in social and cultural relations” (Lipsitz 369). Although subtle, my journey to UCLA, and specifically my high school experience, was influenced by whiteness and white privilege. Private schools are often only afforded to white people, who, by majority, make much higher income than people of color. This
I 've been enrolled in the most accelerated programs available for me at school, and thus I 've learned to respect the power of education to make or break me as a person. But even I am here at UT, and not at Harvard (ok, I 'm not actually smart enough to go there, regardless of affluence), or the University of Washington in St. Louis, or Rice, because I have economic limitations. What is there left to say about the Brothers or the Hallway Hangers, who are way worse off than I ever was? Then again, the educational aspirations did make some difference for the two teen groups: at least the Brothers are generally employed as opposed to being in jail or trading drugs as the Hallway Hangers are the latter group rejected the importance of education. Even if the difference is small, just an echo of the meritocratic possibilities the higher classes are enjoying, it is a benefit of the Brother 's more conformist approach to attempting upward
Amy Sherman-Palladino, the creator of Gilmore Girls, essentially wrote the show about nothing. After not having a job for years, Sherman had writer’s block. On television, everything she saw seemed the same, identical characters and paralleling plots, she desired to create something different. Once, she had visited the small town of Washington, Connecticut and loved the “everyone knows everything” idea. So she thought, “Why not make a show about it?” After tweaks by the production company, Gilmore Girls was born. Although it is a show about a single mom, by nitpicking through character’s witty banter, one can see the philosophical aspects of the show. One of Sherman’s main goals was to create no analogous characters. In this attempt, she made them all have extreme personalities. Lorelai, the single mother, usually only thinks of herself. Her daughter, Rory, is what keeps her in check. Rory is logical and uses reason to contradict Lorelai’s carelessness. Emily, Lorelai’s people-pleasing mother, is engrossed with society’s views and hardly thinks of her or anyone else’s happiness. When examining these characters, one can see that they closely relate to conflicts that arise in our own mind on a day-to-day basis. The main characters in Gilmore Girls parallel Sigmund Freud’s psychoanalysis of the mind.
The Oxford Dictionary defines intelligence as “the ability acquire and apply knowledge and skills.” Many people are born naturally intelligent, able to grasp and understand concepts easily, with little work. In children, it is easy to separate those born with higher intellectual ability from the rest, because they easily excel in learning. This skill is often lost by those born with it, and through a great deal of work others attain it. In order for an individual to have true intelligence into her adult years, she must foster what gifts she is given, and strive to better her self academically. Even as early as elementary school, many who are born with natural talent begin to fall behind intellectually. These students are often not