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Anti intellectualism
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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. Penrod says that intellectuals are given negative names that can result in them being degraded by peers. These reality is that names such as “geek” or “nerd” often cause intellectuals to feel devalued. An online venter describes what he hears “A+ this and…got a 1600 on my SAT and got all AP classes next year woohoo. That’s all these people care about and don’t they have lives - damn nerds” (Penrod). Even though the venter shows signs of feeling angry, his tone towards the end of the …show more content…
Their superior grades allow them to enroll in the highest level of classes which will help them to get into the most prestigious colleges. By being placed in these classes, they earn the title of being knows as intellectuals. Another advantage of being placed into higher level classes is that these students will have the best teachers. Excellent grades will also give them the opportunity to be a part of prestigious academic groups such as the National Junior Honor Society. Only kids with the best grades can get into this society, making it highly regarded and ensuring they are part of an elite group. With these good grades come the privileges of becoming part of a special group that will improve their chances when applying at competitive colleges and earning
Croal, N. (2008, August 18). You Don't Have to Be a Nerd. Newsweek, 152(7), p. 66.
Fridman begins this excerpt with a strong claim. “There is something very wrong with the system of values in a society that has only derogatory terms like nerd and geek for the intellectually curious and academically serious” He begins with his claim, clearly stating what the excerpt will be about, without any pretense or pomp. Fridman likely chose to
According to “Hidden Intellectualism”, Gerald Graff says that “ Everyone knows some young person who is impressively “street smart” but does poor in school” ( Gerald Graff 244). He explains that to many people believe that one who is so intelligent in life cannot do well in academic work, and he or she needs spend extra time on his or her school works than things in sports. However, Graff used his own anti-intellectual experience to verify his opinion that street smarts are simply as important as school smarts, and he recommends school should take all these street smarts and apply them into good academic environment. Graff also believes we should allow students read literature or any things they first feel interested, for example “George Orwell, which is a writing on the cultural meanings of penny postcards is infinitely more
Leonid Fridman’s article,”America Need Its Nerds”, published in the New York Times, conveys American society’s unpleasant perception towards intellectuals. Fridman asserts the issues of American society's evaluation of people in order to convince readers of the New York Times to acknowledge educated individuals. He employs logos, ethos, and pathos to contribute to his goal if the readers of the New York Times recognizing the value of intellectuals.
For example, Fridman compares athletes to nerds in his quote, “Nerds are ostracized while athletes are idolized.” Fridman is explaining how kids who prefer to do academic activities compared to playing sports, later become social outcasts. He also compares other countries views of their nerds to how America views our nerds. For instance, Fridman explains to the reader how in other nations, “.... A kid who studies hard is lauded and held up an an example to other students.” While in America, athletics are held above academics on any given day. Also, Fridman uses elite professions in other countries to elite professions in America. In other countries, jobs such as being a professor in a university are one of the most rewarding jobs one can have. But in America, Fridman states, “Average professional ball players are much more respected and better paid than faculty members of the best universities.” Overall, Fridman is saying that anti-intellectualism in America is a problem and it needs to
School is a frightening place. It is broken down into multiple social ranks, and many children find themselves at the bottom. With children trying to work their way to the top of the food chain, the actual learning portion is either set aside or forgotten altogether. In Grant Penrod’s essay, Anti-Intellectualism: Why We Hate the Smart Kids, he explains how modern children are growing to dislike intellectual children. The varying social ranks teach children to ignore low grades and try to be popular in school. Anti-Intellectualism is a trend which is becoming increasingly popular throughout the world. People who only strive to be popular tend to tease intellectuals, but this is not half of the story. If the only goal children have in school
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.
Why does our society praise braun over brain? When did athletic talent and beauty begin to reign over intellect? In past cultures intellect was cherished, praised and honored. However, in present time our most honored members of society are our athletes and entertainers. Why do we no longer honor our philosophers, scientists, and innovators? Intellects keep the world turning. Due to this lack of admiration for intelligence, our children are no longer inspired to learn. Their dreams co...
American culture has evolved, and Society tends to ostracize people for their intelligence, and our culture has been giving these intellectuals derogatory names like nerd and geek. Leonid Fridman believes that these anti- intellectual values that pervade our society must be fought and should stop for the sake of America. The author supports this position in the passage “America Needs It’s Nerds” through the use of rhetoric by giving definitions of terms such as geek, offering comparisons through juxtaposition, adding a tone shift, and posing rhetorical questions to the reader.
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.
“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
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
The realm of education tends to shine a negative light on younger generations labeling them as menace to society and ultimately excluding them without fair opportunity. Every child is different; some may require more attention from teachers than others. Schools tend to forget this unique characteristic of human life once standardized testing and grading comes into the equation.
Why street smart students are considered anti intellectual in academic area? In the article “Hidden Intellectualism” by Gerald Graff, he accounts the idea that street smart students are way more smarted than book smarts. He explains that street smart student will be able to solve an issue much faster than book smart because of his/her previous experience. According to author, the problems with considering street smarts as anti intellectual are they are actually much smarter that book smart students, they don’t equal opportunity , and schools along with colleges never challenge their mind get them to succeed in academic work.
...tudents in high-poverty schools. Indeed, low-income students given a chance to attend more-affluent schools performed more than half a year better, on average, than middle income students who attend high-poverty schools” (Kahlenberg, Middle Class Schools for All 2). From this data, it is clear to see that the type of school is what matters most, not income. Ones social income class should not be used to determine their intelligence, but to only advertise their yearly salary.