Due to this fact, non-intellectual activities such as debates and sports helped Graff to develop his intellectual potentiality. While it would be facile to suggest that schoolyard violence can be easily sublimated into intellectual debate, we have no way of knowing how much aggressive behavior might be redirected if schools were to provide curricular occasions for debate and argument rather than try to avoid them.
Through class discussion of this issue, they also began to see how differences in language-- here the contrast between official school language and personal language--imply choices of the kind they may face between different identities and views of life.
Growing Up Anti-intellectual I will come back to these issues later on, but first I want to talk about my personal experience of discovering my own intellectualism in unlikely places. We then spent a bit of time comparing the prose Holden uses in his history paper, [End Page 33] noting how the flat, padded prose indicates Holden's alienation and disengagement from academic work, with the prose Holden writes the book itself in: Beyond the Culture Wars: I believe that intellectualism is partly an inborn trait, which Graff has.
As Meier knows, however, for many educators and parents, "fighting with ideas" seems dangerously close enough to fighting "with fists or guns" that it can be difficult to imagine how argumentation can be a substitute for violence. Graff insists that knowledge can also take the form of "street smarts.
Adventures of Huckleberry Finn: That is, can students talk the talk of the intellectual world without giving up their own ways of talking and being. On the one hand, it was crucial to maintain a distinction between clean-cut boys like me and working-class hoods, which meant that it was good for me to be openly smart in a bookish sort of way.
I certainly would have been incredulous if somebody had suggested that there might be a connection between the habits of mind I was forming in playground disputes about tough kids and sports and the intellectual work of school.
Could a Chicago Cubs fan also root for the White Sox. However I disagree with his view that any student who is street smart can later one become an intellectual. These individuals may be said to possess a form of intellectualism that is concealed.
Memoirs of a Pentecostal Boyhood. I failed for a long time to see the underlying parallels between the sports and academic worlds, parallels that might have enabled me to cross more readily from one argument culture to the other.
My schools missed the opportunity to capitalize on the gamelike element of drama and conflict that the intellectual world shares with the world of sports. There are some people who come from cultural settings put more value on academic subjects than sports.
It is therefore essential to consider each individual to evaluate their intellectual capabilities. This conflict, as I lived it, expressed itself in an opposition between being tough and being verbal.
If you only have one or the other, it will not work well. For girls, being articulate and brainy about schoolwork was a sign of being conceited or "stuck-up," whereas for boys it marked one as a sissy.
Our premise was that students can use such terms if they are encouraged to do so and provided with some models, especially if the cultural power conferred by intellectual discourse is made clear. Lessons from a Small School in Harlem. Like many academic problems, this one seems to me best addressed by bringing the problem directly into the class itself.
How can this be done. GraV is author of Professing Literature: Could the White Sox beat the Yankees.
Could a boy be tough and go out with "nice girls". Am I an intellectual. Growing up in Chicago, Graff suggests academic knowledge is a hindrance in social life, as anti-intellectualism ran rampant during his childhood, as it does today.
Gerald Graff and James Phelan. Here Salinger seems to present a positive view of intellectual discourse, which is more likely than informal discourse to leave permanent "records behind.
Taking a page from Warner and McLaughlin, then, I want to suggest that educators need to pay more attention to the extent to which adolescent lives are already often "steeped in argument" and "critical theory.
University of Minnesota Press. Listening to the Vernacular, Thomas McLaughlin argues persuasively that "critical theory," contrary to both its adherents and opponents, is not confined to the lucubrations of academic intellectuals but pervades the thinking of nonacademics.
In my case, Looby suggests, the pedagogy of "teaching the conflicts" and the joys of literary critical contention became a kind of street fighting by other means Graff and Looby It is evident that Graff did not account for such individuals in his argument.
Such memory work might have been valuable had there been some larger context of issues or problems to give it point and meaning, but there rarely was. He goes onto explain that by talking about subjects such as sports, one is able to experience the topics of arguments, debates, and even statistics in a way that the subjects in school could not live up to.
In the adult world there were the "cultured," whom I associated with the feminized "socialites" at the cotillions and balls that were regularly pictured in sepia photographs in the Sunday papers. Rhetorical Analysis of Hidden Intellectualism by Gerald Graff Crystal Houston Main Purpose/ Argument Graff's leading argument is that educational institutions are at fault for failing to nurture students' "anti-intellectual" interests.
Hidden Intellectualism Summary & Analysis - Gerald Graff Words | 4 Pages In Hidden Intellectualism by Gerald Graff, he begins with the argument of. Feb 20, · Final Paper of “Hidden Intellectualism” Summary/Response “Hidden Intellectualism,” by Gerald Graff, is an essay in which the former English professor discusses the misconceptions of the ideas of intellectualism amongst society.
A sum-up of “hidden intellectualism” by Gerald Graff: In his essay “Hidden Intellectualism” Gerald Graff offers a review of the instruction system for overlooking the rational potency of those who possess unconventional “street smarts”.
In Hidden Intellectualism by Gerald Graff, he begins with the argument of “street-smarts” versus “school-smarts”. Graff explains that school-smarts can be hidden within street smarts and can be learnt through not just talking with friends, but also from the media and.
In Gerald Graff's Hidden Intellectualism, Graff attests that intellect does not only exist in the scholarly form of tsfutbol.com insists that knowledge can also take the form of "street smarts." Graff uses his own experiences in his childhood to help form his argument.Summary of gerald graffs hidden intellectualism