The article Graff's Hidden Intellectualism is a rhetoric that highlights why colleges and schools have failed to link intelligence related to life to academic intellectual abilities. Thus, the author was inspired to create the topic and explore some of the controversial issues related to why colleges devalue "street smart" skills. For example, Graff points out that street smarts are associated with anti-intellectual concerns and that educational actors emphasize philosophical and literary foundations designed by prominent philosophers and authors (Graff 369) . He suggests that tutors should strive to encourage learners to explore topics that match their interests rather than those that interest supervisors and teachers (Graff 370). The title Hidden Intellectualism elucidates something unnoticed by which the intellect is given great attention to the detriment of the emotions. The choice of words illustrates that intellectual perspectives can be established in various social contexts. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”?Get the original essayGraff illustrates his position using his passion for sports and his hatred of books in the late forties. He mentions that he thought he was typically anti-intellectual; even so, later in his life he realized that his preference did not encompass the anti-intellectualist paradigm. The analysis of sports, films, and the dynamics he experienced with knowledge shows how students could effectively integrate their life knowledge into their school work (Graff 371). Furthermore, the essay reflects the dilemma young people face when striving to strike a balance between impressing their peers who engage in interesting activities and working towards achieving long-term goals and academic endeavors. . For example, the author recalls that he was desperate to gain the approval of the "hoods" (working class) he encountered daily in the neighborhood and on the playground. The class rejected and separated those who wished to describe their academic intellectual prowess (Graff 371). In other words, Graff conveys the message that it is right to be intellectual and, even if a decision seems ambivalent, like Marilyn Monroe leaving baseball star Di Maggio for playwright Arthur Miller, it now makes it ambiguous . Graff logically illustrates the need to have the intellectual knowledge are in class and relate discussions about sports and endurance. He recalls the role of reading sports magazines and books which allowed him to recognize the origin of intellectual life. Most importantly, Graff highlights the feeling of making a constructive argument by weighing various forms of evidence, evaluating generalization and details, reflecting the perspectives of others, and engaging in conversations about concepts. The background knowledge allowed Graff to understand the approaches needed to propose a generalization, respond to counterarguments, and reformulate the thesis of the argument. The perspective reinforces the role of rationalism in which reason serves as the primary source and measure of knowledge. The text provides an understanding of teaching education models based on theories of rationalism that provide a logical reason why educators leverage what students already know to help them. allowing them to learn from their experience, as Graff learned from sports articles. Furthermore,teachers need to know when to apply one or more theoretical frameworks to create an appropriate learning environment. For example, Graff advocates a system among educators to encompass everything learned as enjoyable and absorbing, including sports and entertainment. Schools could use the opportunity to capitalize on the conflicts and dramas that the intellectual world practices through sport. Graff rightly deduces that his school's decision to distance these gratifications limited his ability to link sports and academics. worlds that could have allowed him to move from one culture to another (374 ). It can be inferred that Graff comprehensively helps readers understand that non-academic interest plays the role of overcoming the boredom and alienation they experience in classwork. allowing them to explore topics that they believe are worthy of satisfying their heuristics does not necessarily imply that this erodes the educational objectives; rather, educators should modify them to incorporate the eyes of academics. Furthermore, it is impressive to realize that sports betting and magazines allowed the author to develop his abilities to undertake intellectual operations, including the composition of sentences used in the writing of this particular essay (372). The theme of the triumph of reasoning over the acquisition of knowledge emerges from the arguments embedded in the essay, as the author implies that colleges focus on instilling knowledge in the minds of students without embracing their ability to use logical reasoning when concluding concepts taught during class sessions. .A reader could understand from the concept that individuals have everything to gain on topics consistent with their interests. His interest in reading sports articles revealed that it is compounded by thought-provoking arguments, incorporates statistics, analysis of issues and debates that are close to his heart, unlike schools that neglect these critical aspects of sports. learning (Graff 373). The essay shows how street smarts are replacing book smarts within our culture. Street smart people satisfy more scrupulous intellectual desires than the school culture that seems unbelievable and inadequate (Graff 373). The statement highlights that humans have a way of seeking social approval from their peers by enforcing existing norms. It also sends the message that the student is striving to gain social acceptance by emphasizing their intellectual skills that do not reflect the standards of others. At this point, the essay title becomes more comprehensive in that students would prefer to cleverly cover others' book by deliberately hiding their intellectual prowess when interacting with their teenage peer(s). In other words, Graff argues that academic work isolates students from community or activities such as sports and public activities that promote constructive arguments by reading intellectual culture. Colleges and schools are responsible for not revealing to students that the real world is beyond academic life. it's very organized. It illustrates perspective using elements from the world of sports, interpretation and evaluation of texts, understanding rival theories and understanding the points of view of opposing teams. Graff underlines the potential weakness of school competitions which neglect the results by arguing; instead, teachers engage in grading learning based on their reading and information level (Graff 373). This type of success does not take into account the.