Analysis Of Hidden Intellectualism, By Gerald Graff

1407 words - 6 pages

If I am to read Dr.Seuss over the dictionary does that make me worthless? In highschool I often could never relate to the stories I was made to read. I would always find my mind wandering about different things or I would find myself not caring about the grades I made. I would often put my head in the book and drift off to sleep, that would result in trouble. Many times, when I got in trouble and had to go to the office I did not care because I was not being bored by the readings that were being forced on me. Although teachers feel differently about what is intellectual, but students should not feel bad for not being able to relate.
In the essay “Hidden Intellectualism” Gerald Graff expressed his views on education. He feels that teachers or professors only see traditional subjects or text as intellectually valuable even though, although as a professor himself, he disagrees with it. He feels that the spectrum should be broadened to be able to interact with the kids more and get them more interested in the reading that are taught in schools. He is speaking to teachers in an effort to get them to change from the mindset of teaching traditionally and get reading that students to relate to. He is also speaking to students to get them to feel better about not being able to relate certain readings, and to also see that not being able to relate to the readings is not a bad thing. Although Pop Culture reading is not considered as intellectual reading it should be.
During Graff’s childhood, he was not able to relate to readings that he was given in school. Instead, Graff was interested in baseball. Being that Graff was interested in baseball, he would often find himself reading books and magazines about baseball and baseball players. Also as a child Graff did not see himself as intellectual. He did not feel intellectual because he could not relate to the readings he was given when he was in school. He identified more with baseball readings than intellectual readings. Graff infers that now that he is older he sees that even though his types of readings were not the traditional readings teachers thought were intellectual but it was another type of intellectualism. It was not their type of intellectualism because it was about topics that they did not approve of. His type of intellectualism was different, his type of intellectualism was Pop Culture.
Graff suggest that to get students interested in what is considered as intellectual readings is to encourage students to engage in topics that interest them. He explains how teachers should let them pick their own topics. Even though he infers feels that it will not solve all of the problems but at least it is a start. If teachers are to do this, Graff feels that students may go on to read different readings that are considered intellectual in professors or in teachers eyes. He feels that even if they do not break off to start reading traditional readings, Graff feels that they will at least have...

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