Exploring the Concept of Hidden Intellectualism: A Reflection on “They Say I Say”
We all have certain areas of interest and expertise that we gravitate towards. For some an affinity towards academics may be apparent, while others may excel in sports or music. However, what if one’s interest in something that is not conventionally considered intellectual, could be translated into honing their academic skills? In the article “Hidden Intellectualism,” Gerald Graff encourages us to recognize the potential of individuals who exhibit their intellect through unconventional practices.
The Basis for Hidden Intellectualism
Graff begins the article by defining intellectualism. He states that the image of intellectualism is associated with those who excel in academics and philosophical discussions. However, this concept of intellectualism narrowly suppresses those who may have valuable intellectual insight but don’t fit within societal norms. Graff coined the term “hidden intellectualism” to refer to non-academic interests that correspond to what we traditionally define as intellectualism.
Graff outlines how individuals with hidden intellectualism demonstrate their intellectual capacity in a different way. They may be able to analyze and discuss topics they enjoy in-depth, even if those topics are not traditionally associated with academic pursuits. The article challenges individuals to recognize and foster the intellectual potential of these people effectively, providing an opportunity to bridge the gap between academic and non-academic worlds.
Recognizing the Value of Hidden Intellectualism
Graff surfaces a crucial point – incorporating the interests of individuals with hidden intellectualism can improve their academic success. When students are given a chance to explore their passions and use them as a tool for academic expression, their curiosity and motivation increase. Graff gives an excellent example of a student who was passionate about cars and the way those who “trick out” their rides come up with incredible engineering solutions to modify vehicles.
By encouraging students to look at their passions through an intellectual lens, they can effectively use their knowledge to excel academically. In this case, the student was able to apply their passion for cars to an academic argument and demonstrate their understanding of various mechanical components, providing a practical example of how non-academic interests can enhance an individual’s academic prowess.
Bringing Hidden intellectualism into the Classroom
Though Graff’s article focuses on the concept of hidden intellectualism, it has significant implications for teachers and students alike. Educators can look for opportunities to bridge the gap between academic coursework and students’ potential intellectual interests. This approach can be especially useful for students who may have a minimal interest in academics but possess intellect in areas outside the school.
In the classroom, teachers can use popular culture, sports, fashion, and other topics to start classroom debates and discussions. Such areas have the potential to create a comfortable classroom environment for students to share their varied opinions and perspectives. Teachers and students can also identify shared interests as a novel way to explore different topics, allowing for students to discover new and exciting aspects of the topic together.
Conclusion
In conclusion, Gerald Graff’s article, “Hidden Intellectualism” throws light on a crucial lesson. It argues that a single field of interest should not be the standard to judge one’s intellectual prowess. Instead, non-traditional interests should also be recognized and fostered, becoming a means of exploring and enhancing intellect outside of academics. By providing students with a safe and comfortable space to develop and display their hidden intellectualism, educators can create an inclusive environment that celebrates all unique intellectual abilities.
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