Graff's article Hidden Intellectualism is rhetoric that highlights why universities and schools have failed to link life-related intelligence to academic intellectual abilities. Therefore, the author was inspired to create the topic and explore some of the controversial issues based on why colleges downplay the skills of street smarts. For example, Graff points out that street smarts are associated with anti-intellectual concerns and that education stakeholders emphasize the philosophical and literary foundations devised by prominent philosophers and authors (Graff 369). He suggests that tutors should focus on encouraging students to explore topics that suit their interests rather than those that interest supervisors and teachers (Graff 370). The title Hidden Intellectualism clarifies something unnoticed whereby the intellect is afforded much attention at the expense of the emotions. The choice of words exemplifies that intellectual perspectives can be established in various social contexts. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Graff illustrates his position using his passion for sports and hatred of books in the late 1940s. He says he thought he was characteristically anti-intellectual; Even so, later in life, he realized that his preference did not include the anti-intellectualism paradigm. Analysis of sports, movies, and the dynamics experienced with acquaintances shows how students could effectively incorporate their life knowledge into schoolwork (Graff 371). Furthermore, the essay reflects the dilemma that young people encounter as they strive to find a balance between impressing peers who engage in interesting activities and working towards long-term goals, academic commitment. For example, the author recalls that he desperately wanted to gain the approval of the “hoods” (working class) he encountered daily in the neighborhood and on the playground. The class rejected and segregated those who wished to demonstrate their academic intellectual prowess (Graff 371). In other words, Graff conveys the message that it is okay to be intellect and no matter how ambivalent a decision seems like Marilyn Monroe leaving baseball star DiMaggio for playwright Arthur Miller, it now makes a decision ambiguous. Graff logically exemplifies the need to have intellectual knowledge in the classroom where he recounts 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 sense of making a constructive argument by weighing various forms of evidence, evaluating generalizations and details, reflecting one's viewers relative to others, and engaging in conversations about concepts. The background knowledge provided Graff with an understanding of the approaches to proposing a generalization, responding to the counterargument, and restating the thesis of the argument. The perspective accentuates the role of rationalism in which reason serves as the primary source and measure of knowledge. The text provides an understanding of pedagogical education models based on theories of rationalism that provide a logical reason for educators to leverage what students already know to assist them in learning from experience as Graff learned from sporting goods. Additionally, teachers should recognize when to apply one or more combinations of theoretical frameworks to create an appropriate learning environment. For example,Graff advocates for a system among educators that embraces everything learning perceives as fun and engaging, including sports and entertainment. Schools could use the opportunity to capitalize on the conflict and drama that the intellectual world practices through sports. Graff validly infers that his school's decision to distance these rewards limited his ability to connect sports and academia.worlds that might have allowed him to transition from one culture to another (374). It can be inferred that Graff comprehensively helps readers make sense of the non-academic interest that plays the role of overcoming the boredom and alienation they experience in class work. allowing them to explore topics they deem worthy of satisfying their heuristics does not necessarily imply that this will erode pedagogical goals; rather, educators should modify them to complement academic eyes. Furthermore, it is impressive to realize that sports betting and magazines served as a means for the author to develop skills in undertaking intellectual operations, including composing 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 integrated in the essay as the author implies that universities focus on instilling knowledge in the minds of students without embracing their ability to make logical reasoning when concluding the delivered concepts during class sessions. .A reader might understand from the concept that individuals can benefit from topics that conform to their interests. His interest in reading sports-related articles revealed that it is compounded by challenging topics, integration of statistics, problem analysis, and debates that he cared about, unlike schools that ignore these critical aspects of learning (Graff 373). The essay demonstrates the ways in which street smarts replace book smarts in our culture. Street intelligence satisfies more scrupulous intellectual desires than school culture which appears incredible and inadequate (Graff 373). The statement emphasizes that humans have a way of soliciting social approval from their peers by exercising existing norms. It also sends the message that students strive to gain social acceptance as they emphasize their own intellectual competencies that do not reflect the norms of others. At this point, the essay title becomes more comprehensive as students would prefer to intelligently cover the level book from others while purposely hiding their intellectual prowess when interacting with their fellow teens or teenagers. In other words, Graff argues that school work isolates students from the community or from activities such as sports and public activities that promote constructive discussions about reading intellectual culture. Colleges and schools are responsible for not revealing to students that the real world is beyond school life as it is highly organized. Illustrates perspective using components from the world of sports, interpreting and evaluating texts, understanding rival theories, and understanding the opinions of opposing teams. Graff highlights the potential weakness of school competitions that neglect the results obtained through argumentation; instead, teachers strive to evaluate what is learned based on their level of extensive reading and information (Graff 373). This type of outcome fails to note the student's need to embrace goal achievement as a community and create meaningful connections with their peers. The educators.