What are the social or political implications of this connection between the mind and democracy? Using examples and evidence from Graff and Rose’s essays, as well as from class lectures and discussions, or your own experiences, give a thoughtful, insightful, and informed response to this question. Both Gerald Graff in “Hidden Intellectualism” and Mike Rose in “Blue-Collar Brilliance” discuss “generalizations about intelligence, work, and social class” (Rose 367). Rose closes his essay with the idea that expanding our understanding of intelligence is “a model of the mind that is worthy of a democratic society” (371). What are the social or political implications of this connection between the mind and democracy? Using examples and evidence from Graff and Rose’s essays, as well as from class lectures and discussions, or your own experiences, give a thoughtful, insightful, and informed response to this question.
The Correct Answer and Explanation is :
The connection between the mind and democracy, as discussed in Gerald Graff’s “Hidden Intellectualism” and Mike Rose’s “Blue-Collar Brilliance,” raises significant social and political implications regarding our perceptions of intelligence and class. Both authors challenge the traditional, narrow definitions of intellectualism and intelligence, which are often linked to formal academic achievement, and advocate for a broader, more inclusive understanding that values diverse ways of thinking and knowing.
Gerald Graff critiques the assumption that intellectualism is reserved for academic settings and challenges the idea that “street smarts” or non-academic forms of intelligence are inferior. He argues that we should recognize the intellectual potential in everyday activities, including sports, music, and even popular culture. This aligns with Mike Rose’s perspective in “Blue-Collar Brilliance,” where he emphasizes the intellectual labor involved in blue-collar work. Rose illustrates how tasks like carpentry or mechanics require significant problem-solving, creativity, and skill, all forms of intelligence that are often overlooked by traditional educational systems. Both essays point out that the conventional view of intelligence limits opportunities for those from working-class backgrounds or non-academic environments.
The political implications of this connection between mind and democracy are profound. In a democratic society, where equality of opportunity is a core value, the recognition of diverse forms of intelligence supports greater inclusivity. It challenges the elitism embedded in many educational systems and societal structures that favor certain types of knowledge over others. By acknowledging the intellectual worth of blue-collar work and other non-academic domains, we begin to dismantle class-based divisions and promote a more equitable society. This recognition also fosters a more robust democracy, where individuals from all walks of life can contribute to decision-making processes, informed by their unique experiences and forms of intelligence.
In conclusion, Graff and Rose’s critiques of traditional views of intelligence promote a democratic vision in which all individuals, regardless of social class or educational background, are recognized for their intellectual contributions. This rethinking of intelligence not only supports social equity but also strengthens democratic principles by emphasizing the value of diverse perspectives.