Trust me, I know stuff: A summary of Gerald Graff’s “Hidden Intellectualism”
In the essay “Hidden Intellectualism,” Gerald Graff explores the idea that the educational system fails to recognize street smarts as a valid form of intellect. In particular, Graff suggests that schools and educators are at fault for overlooking street smarts because of the assumption that such intellect is invalid and of no use to academic learning. Although some people believe that being knowledgeable about sports, fashion, or cars is not a proper type of intellect, Graff implicitly argues that if an individual is passionate enough about a specific subject, they would eventually develop excellent academic skills, just as how he did through sports. Ultimately, what …show more content…
Graff’s passion for sports and debates led him to becoming an excellent intellect, though he was not aware of it at the time, he was honing skills through his passion. Graff believes that “the sports world [is] more compelling than school because it [is] more intellectual than school, not less” (248). He found the sports world interesting and stimulating which fired his interest and eagerness to learn. This idea further supports Graff’s statement that students will learn more if they are given the freedom to study what interests them the most. Through further exploring sports, Graff “satisfied [his] thirst for community” (248). Graff was able to meet avid sports fans like himself, he was able to meet and debate with many different people. This is quite a difference to when a student studies by him/herself, isolated from society. Graff believes that schools are set up in a way that isolates students from the rest of society due to the constant competition and constant feeling to “one-up” each other. On the flip side, Ned Laff, a college professor argues that educators should help students see their interests through academic eyes. Graff does not believe in this idea, and instead he believes that schools and colleges should “encourage students to take their non-academic interests as objects of academic study” (250). Graff believes that by
In the essay “Hidden Intellectualism,” Gerald Graff explores the idea that the educational system fails to recognize street smarts as a valid form of intellect. In particular, Graff suggests that schools and educators are at fault for overlooking street smarts because of the assumption that such intellect is invalid and of no use to academic learning. Although some people believe that being knowledgeable about sports, fashion, or cars is not a proper type of intellect, Graff implicitly argues that if an individual is passionate enough about a specific subject, they would eventually develop excellent academic skills, just as how he did through sports. Ultimately, what …show more content…
Graff’s passion for sports and debates led him to becoming an excellent intellect, though he was not aware of it at the time, he was honing skills through his passion. Graff believes that “the sports world [is] more compelling than school because it [is] more intellectual than school, not less” (248). He found the sports world interesting and stimulating which fired his interest and eagerness to learn. This idea further supports Graff’s statement that students will learn more if they are given the freedom to study what interests them the most. Through further exploring sports, Graff “satisfied [his] thirst for community” (248). Graff was able to meet avid sports fans like himself, he was able to meet and debate with many different people. This is quite a difference to when a student studies by him/herself, isolated from society. Graff believes that schools are set up in a way that isolates students from the rest of society due to the constant competition and constant feeling to “one-up” each other. On the flip side, Ned Laff, a college professor argues that educators should help students see their interests through academic eyes. Graff does not believe in this idea, and instead he believes that schools and colleges should “encourage students to take their non-academic interests as objects of academic study” (250). Graff believes that by