Introduction:
In the article ‘Hidden Intellectualism’, Gerald Graff, talked about students who exhibit their intelligence in the academic field, along with students who reflect intelligence in all the spheres other than “bookish subject matter”. Gerald Graff termed the former as “school-smarts”, and the later as “street-smarts”. All through the article Gerald Graff has demonstrated how the potentialities of a “school-smarts” may be latent inside the “street-smarts”. My purpose for this study is to provide a summary of the article and highlight the importance, functions of hidden relating it with my real-life experiences.
Discussion:
Gerald Graff has used examples to evidence the elaboration of the definition of hidden intellectualism and contrast between hidden intellectualism and in the “street-smarts” and the intellectualism of “school-smarts”. For example, in the science classes “school-smarts” can easily elaborate the definitions of inertia or electromagnetic field, whereas the “street-smarts” will not be able to provide a proper definition of both the scientific concepts. This is because the, unlike the “school-smarts” the “street-smarts cannot exhibit intellectualism in the academic field (Graff 2001). In this case the conventional education system may tag the students who are not able to provide bookish definition of these scientific terms-electromagnetic field, Inertia; as “anti-intellectual”. However, the “street-smarts” who are not able to provide bookish definition may be passionate about cars and able to find out that the scientific principle on which the seat-belt of a car work is inertia. In this case the “street-smart” possesses equal or more intelligence as compared to the “school-smart”, which is unnoticed due to faulty as well as conventional educational framework (Graff 2001).
Further Gerald talked about the importance of hidden intellectualism and the ways the knowledge of hidden intellectualism helped him. Gerald argues that hidden intellectualism had guided him to apply the concepts learnt at classroom in real life, specially, in extra-curricular activities (Graff 2001). This in turn fostered his intellectual as well as psychological development. In this context he has also elaborated that, “street smart” who show interest as well as intellectualism in contemporary activities like-fashion, car driving, sports, swimming, rap music; become able to form ideas, grow opinions or voice for argument. This will in turn boost the development of their brain and intelligence quotient as well. This discussion by Gerald Graff has paved the way for the debate on the essentiality of growth of anti-intellectualism, its contribution in the overall development of students. This discussion again followed by the intellectualism conflicts depicted by Gerald Graff (Graff 2001).
Something which I agree from this article, is, the suggestion by Gerald Graff to nourish the potentialities of the “street smarts” so that the “school smarts” hidden in them can emerge (Graff 2001). Gerald Graff thinks that, in order to achieve this purpose the modification of the conventional curriculum of the schools is essential. According to him, observing the growing interests of the “street smarts” in the extra-curricular activities as well as contemporary culture, schools should incorporate contemporary culture in the curriculum so that the students can associate themselves, easily with the school curriculum and become attentive. In this way if the hidden intellectualism in the “street smarts”, can be observed and nourished. This will contribute to the overall development of a student Moreover the enhanced attention in the school curriculum will result into good academic performance (Graff 2001).
I believe my hidden intellect is my passion for business. Since my childhood I have keen interest in opening my own start up and grow my start up to a large business one day. Starting a small business is very important to me, because, it will pave my way to reach my dream to become a successful business person one day. In order achieve my goal I need to nourish my hidden intellect and prepare myself financially. I have already taken a few steps, for the purpose nourishing my hidden intellect. For example, I have started reading, business journals, the biographies of famous business tycoons, books on entrepreneurship. I collect important tips from those to run a business and note it down. I implement the tips at the time of formulating plans regarding the location and website for my start up. Along with this, I have also engaged in part time jobs in order to accumulate capital for my start up.
As one of the significant example of my hidden intellectual, I can talk about my performance in a startup idea pitching competition. Last year I joined as an external participant in a startup idea pitching competition arranged by a famous business school. I represented my start-up idea of preparing stylish, fashionable and bio-degradable purses using fish scales; in front of the judges like Mark Zuckerberg, Matthew Mullenweg, Catherine Cook, and David Karp. My start-up idea won 2nd prize and appreciated by the judges. Judges told me that, my idea was unique, it would facilitate waste management and do no harm to the environment. I also represented the cost structure and the sample design of purses. The judges considered that the production process is cost effective and the designs are stylish for which my product will be able to capture the market easily.
Conclusion:
The article educated the audience about the significance of a student’s hidden intellectualism, ways to evoke the interest of the “street smarts” in school curriculum and help them reflect intellectualism in both the non-academic and academic fields. I have learnt to value, nourish and utilize my hidden intellectualism by reading this article, which I will apply through my active participation in growing my own start-up.
References
Graff, Gerald. “Hidden intellectualism.” Pedagogy 1.1 (2001): 21-36.
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