They claim that works by intellectuals such as Plato and Shakespeare are more important than street smarts. I see the value in studying popular intellectual topics like the ones mentioned in Graff’s responsive essay: The French Revolution and nuclear fission. They make students “more aware of their history and educate them on how the world works. On the other hand, I also support the application of life knowledge to education. I believe that this adds more value to what one knows. While traditional educators may warn that the implementation of “street smart topics” may water down the education of students, I challenge that argument to say that it can help our students apply their learning to the real world as well as help them think critically about the subjects they are currently
They claim that works by intellectuals such as Plato and Shakespeare are more important than street smarts. I see the value in studying popular intellectual topics like the ones mentioned in Graff’s responsive essay: The French Revolution and nuclear fission. They make students “more aware of their history and educate them on how the world works. On the other hand, I also support the application of life knowledge to education. I believe that this adds more value to what one knows. While traditional educators may warn that the implementation of “street smart topics” may water down the education of students, I challenge that argument to say that it can help our students apply their learning to the real world as well as help them think critically about the subjects they are currently