Agreement is far more common than antagonism. In retrospect, I see now that my elementary schooling reflected an uneasy postwar compromise between traditional and progressive theories, theories that might have been explained to us but were not.
It is evident that by incorporating both academic and social importance, a novel world of opportunity can be opened to learners. 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 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.
It certainly never dawned on me that I found the sports world more compelling than school because it was more intellectual than school, not less. Well, Graff situation may not apply to everyone.
When students are given a chance to write about research topics that they are interested in, they would be able to learn more about the subjects linked to their social lives in addition to attaining the benefits of classroom knowledge. 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.
Crandus then posed the question of intellectualism: It was in arguing about toughness and other such concerns with my friends, I think, that I started acquiring what Warner got by arguing theology with his parents--the rudiments of how to make an argument, weigh different kinds of evidence, move between particulars and generalizations, summarize the views of others, and enter a conversation about ideas.
I must have dimly sensed at the time that in the interminable talk about toughness that my friend Ted and I engaged in--the kind of talk the real toughs themselves would never have bothered with--I was already betraying an allegiance to the egghead world.
Literature was a mass of set passages to be memorized, like the prologue to The Canterbury Tales and Mark Antony's funeral oration in Julius Caesar. He further advances that this form of intellectualism is concealed in under the mask of usual discussions about fashion, sports, pop-stars and many other aspects Dana, Then, too, why try to turn students into clones of academics and intellectuals?
When did I first identify as an intellectual or will I ever? He does not say what the football books were like, but I imagine that without them he would not have made the transition as readily. Furthermore, if young lives today are "saturated" by anything, it would seem to be consumption rather than argument.
I was practicing being an intellectual before I knew that was what I would be or wanted to be. 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.
GraV is author of Professing Literature: 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. In effect, our unit asked Crandus's students to inventory whatever "hidden intellectualism" they might find in themselves and wrestle with what they want to do with it, that is, decide what kind of voice they wish to give it.
The result was an odd curricular mixture that combined courses in which I memorized historical facts and literary quotations with courses in home economics, typing, and driver education. If street smarts are already a kind of critical theory, what transformation do they require?
Street Smarts and Public Argument It's not a new idea, of course, that students harbor intellectual resources-- "street smarts"--that go untapped by formal schooling.
Hofstadter observed that the very hostility toward intellectuals in the fifties had been a backhanded acknowledgment of their "increasing importance.
Here Salinger seems to present a positive view of intellectual discourse, which is more likely than informal discourse to leave permanent "records behind.
We ask students questions like the following: Anti-intellectualism in American Life. I was startled when I discovered that my seventh-grade English teacher not only played softball at the local park but threw like a Regular Guy.
For instance, the essay gives an implication of intellectualism being undoubtedly beneficial but fails to give reasons supporting the fact. A Study of the Changing American Character. For example, in a physics class, a final project can be where the students have to relate a scientific topic that they learned to a real life situation.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.
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.
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.
"Hidden Intellectualism" Summary In the article “Hidden Intellectualism,” Gerald Graff explains that many people know someone who is “incredibly street smart” but that person does not do well in school, but Graff argues that.
A summary of “hidden intellectualism” by Gerald Graff: In his essay “Hidden Intellectualism” Gerald Graff offers a critique of the education system for overlooking the intellectual potential of those who possess unconventional “street smarts”.
We as a society assume that only the inherently weighty academic subjects grant us.Download