Paper Example on Hidden Intellectualism, Neuroscience, and Behavior

Introduction

Graff describes hidden intellectualism in the sense of individuals that are street smart, but they do poorly in school stating that people think that it is such a taste that one who can be so intelligent about other things in life seems unable to apply such intelligence in the academic work. What people do not recognize is that the schools and colleges may be at fault for missing opportunities to tap the street smarts and channel them into good academic work. The primary reasons why schools and colleges tend to overlook the intellectual potential of the street smarts is for the fact that these individuals are associated with anti-intellectual concerns. The main point that Graff tries to put across is that these book smarts can be in various forms and they can hide in what the people refer to as street smarts which then leads to hidden intellectualism. Neuroscience and behavior help to explain the psychology in understanding the mind, behaviors as well as the nervous system. Understanding the brain mechanisms, underlying conduct will help to comprehend how the healthy brain works to support cognition and emotion supporting the idea of hidden intellectualism with the street smarts. Connecting these two ideas is essential as it helps to define the behavior of humans controlled by the brain.

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Hidden intellectualism is by Graff where he shares his experiences about life stating that he realized he was intellectually gifted when he noticed that he made use of reason and argumentative strategies as he discussed sports with his friends (Graff, pg. 25). Graff presents major ideas about hidden intellectualism that I tend to concur with because individuals experience them in their daily lives. Graff states that through his experience in getting to discuss sports logically, he noticed that there is a need for students to take note of the interests they have not necessarily through academic eyes because that will be saying that the street smarts and not enough. It is useful to make nonacademic interests of students' objects of academic study because it helps in overcoming their boredom and alienation by attracting their attention. I agree with Graff about his logical reasoning on smart streets because schools and colleges only push individuals to better their academic work assuming that the rest will come later. It is critical to teach intellectualism to the kids who do not notice the intellectualism inside them because just like him, most kids are afraid to show their intellectual side fearing that they will become a target for bullying (Graff et al. 2006). The psychology about the brain helps to discuss the mechanisms of genetics and development of behavior that humans portray since their childhood. It is the work of the brain to control thinking and learning, and these interests come from studying the way the mind of individual actions and how it supports cognition.

The textbook on neuroscience and behavior provides insights into the structures of the brain and cognitive learning. The book describes how the neurons and nerves build the network where it identifies the parts of neurons and their functions and how they use neurotransmitters to communicate with the body. In the description of the general overview of the nervous system, the book shows how the brain and the spinal cord interact responding to external experiences and the study of brain simulation. The book also defines learning as any relatively permanent change in the behavior of individuals which comes in as a result of experience, and it is different from maturation which is genetically controlled. In explaining the cognitive learning theory, the book states that learning requires cognition or the influence of organisms' thought processes (Cozolino, 2014). Observational learning is what individuals acquire through watching others perform or engage in certain practices. Individuals attain these learning skills as they are presented by the brain hence modeling their overall behavior. The developmental mechanisms of response in humans are connected to the mind and the network that their neurons and nerves build. I support the ideas that the authors of the textbook present about neuroscience and its connection with behavior because most life experiences like that of Graff was due to neuroscience where he realized his potential in giving reasonable points. Technology advancements help to change the scope of thinking of individuals because it provides a new platform for doing things differently in better and much more faster ways with less hassle (Selwyn,2016). Individuals discover their hidden intellectualism through the technology of the brain and them significant on being smarter.

The article on hidden intellectualism and the book on neuroscience and behavior are related as neuroscience and behavior helps people to gain an understanding of the brain-behavior relationships where people have particular interests. Hidden intellectualism states the schools and colleges assume the possibility of waxing the intellectual about great people such as Plato, Shakespeare, and nuclear fission but nothing about sports of cars. Graff goes ahead to define the trouble of making such assumptions stating that there is no establishment of any necessary connection between any text or subject with the educational depth and weight of the discussion that it could generate. Graff offers the idea that students will be more prone to take on intellectual identities if they are encouraged to do so first on the subjects that they have interests in rather than the areas that others feel they should take part. Individual's performance is more about what the areas they have more interest in and the behaviors they portray in different situations. The brain is the primary determinant of the functions that it engages I and having a keen study on the same helps to put one on their toes to understand the underlying behaviors in cognition, emotion, and sensorimotor functions. Without intellectual engagement, the individual automatically switches to boredom because they lack interest in the particular field and may be forcing themselves. I agree with the article and the textbook because they provide a good correlation between the ideas and how they come up.

Conclusion

Graff clearly states the importance of teaching intellectualism because it is what the kids need to know most. Street smarts are different from book smarts, and they may be doomed if they do not recognize the intellectualism in them. Development needs to be on the areas where kids argue out points well because they can channel these areas of passion for discussing other classic works of scholarly subjects. It is reasonable when kids are helped to become intellectuals rather than leaving it for them to find within themselves because it may be difficult. Neuroscience and behavior are supposed to provide proper reasoning for why individuals have interests in other subjects and the reaction they portray in the circumstances. I concur with these discussions because they show a great way of putting things in order.

Work Cited

Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain. WW Norton & Company.

Graff, Gerald, Cathy Birkenstein, and Russel Durst. "They say, I say." The Moves That Matters in Academic Writing (2006).

Graff, Gerald. "Hidden intellectualism." Pedagogy 1.1 (2001): 21-36.

Selwyn, Neil. Education and technology: Key issues and debates. Bloomsbury Publishing, 2016.