Olivia Steely

English 102

Response Essay

February 3, 2016

What is True?

     Does society presume that students must have an education in order to be smart?  Does school actually divide students from each other and from psychologically stimulating activities?  These are the questions author Gerald Graff discusses in his article “Hidden Intellectualism.”  In summary, Graff goes into detail about how intellect is not exclusively related to education, and schools contribute less growth and support.  Graff accurately explains that society associates common sense with intellect, but he is incorrect when he states that school is barely intellectual and essentially isolates students.  

    The first point Graff claims is that society today tends to link common sense with ignorance.  Graff suggests that people associate educated life only with academics and that this thinking is incorrect and inhibiting.  Graff explains, “The trouble with this assumption is that no necessary connection has ever been established between any text or subject and the educational depth and weight of the discussion it can generate” (381).  Basically Graff is saying that this conjecture is untrue; therefore, society is feeding itself a lie.  Also, society is not taking into account the power of interest.  I agree that these assumptions are incorrect and hinder one’s ability to mentally grow, because my experiences regarding formal education confirms this.  I have always had the drive to achieve academically, and I have known many others who had the same mindset.  Throughout life, however, academics became the primary focus, and other successes were overshadowed.  Through these experiences, I learned that there is more substance to people than how they score on a test.  Likewise, if one looks around society, the majority of the intellect and identity is formed through the activities that interest the student the most.  In sum, many people believe that intellectual success is directly correlated with education, and this is a detrimental misconception.

    Graff goes on to endorse that school is less intellectual than sports and other related activities.  Graff reports, “I believe that that street smarts beat out book smarts in our culture not because street smarts are non-intellectual, as we generally suppose, but because they satisfy an intellectual thirst more thoroughly than school culture, which seems pale and unreal” (384).  What Graff is essentially saying is that street activities are more interesting and challenging to the mind; therefore, the experiences must be more intellectual.  However, Graff is mistaken, because he overlooks the entire premise and intention of formal education.  Yes, there are downsides to the overall system of schools; however, education’s primary purpose is to challenge the brain and teach students.  One cannot assume that school is less intellectual based off of less interest and enthusiasm.  As an eager and curious student, I always found school challenging, intellectual, and a major source of my experiences.  Graff cannot generalize such a heavy statement without proper research and experimentation.  In the end, people should not assume that sports, as well as similar activities, are more intellectual than education.

    Graff’s final opinion is that schools isolate students instead of bringing them closer together.  Graff insists that “[Sports] also satisfy the thirst for community.  When you entered sports debates, you become part of a community that was not limited to your family and friends, but was national and public...Schoolwork isolated you from others…” (384).  Here, Graff is explaining that school separates people from others, but sports and other similar activities actually place individuals in a clique that encourages affable communication and friendship.  Although I agree with Graff that sports do provide a sort of fellowship, I cannot accept his overriding assumption that schools do not do this as well.  School provides human interaction everyday, and, quite frankly, most students meet some of their lifelong friends at school.  From personal experience, I have felt an extreme sense of community with my school through various activities; the entire student body shares mutual emotions.  Also, on a more public level, there are numerous organizations many students can be a part of that can catapult them into a world of national competition and friendship.  Overall, the belief that school is more isolating compared with miscellaneous interests is a myth.

    In conclusion, Gerald Graff, author of “Hidden Intellectualism,” correctly claims that society associates common sense with intellect, but he is wrong when he states that school is hardly cognitive and ultimately secludes students.  Although Graff does a great job of explaining his opinions and thoughts, one still cannot fully know the extent academic education gives students or whether schools give more or take more from students.  Every individual needs to approach each situation with a critical mind, thus deciding for themselves what is true.