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In the article, “The Blue Collar Brilliance”, Mike Rose communicates to the reader the idea that intelligence should not be dignified by how long you were in school. He also claims blue collar professions require more mental power than just physically doing a job and that we can’t limit ourselves to certain methods of learning. Rose supports this proposition by explaining how his mother and uncle learned from experience and still found prosperity in their life.
Rose describes his experience watching his mother and observing her ability to learn skills to effectively do her job. The demands of her job “of both body and brain,” (274) involves having to memorize who ordered what and strategize the most effect way to make customers satisfied. Blue collar jobs require using your head to plan, organize, and problem solve. His mother learned hands on problem solving of human behavior even without an educational background.
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Rose states, “Intelligence is closely associated with formal education,” (276) and brilliance is not just about being able to study in school for as many years possible but how you apply yourself to the world. Blue collar jobs are valued as all work and no brain. Many people think there is no thought process to what these jobs consist of but really their intelligence is all in learning more about their career. Rose talks about his uncle and how he made his way to the top with hard work but also learning. Joe’s work was a place where he learned to multi-task, budget, manage, and excel in the knowledge of the auto-industry to overall help the company he worked for. He achieved “the redesign of the nozzle on a paint sprayer, thereby eliminating costly and unhealthy over spray,” (277) and more by using his wit and solving problems. He illuminates that his uncle got a taste of rhetorical education when defending himself to other
In the essays, Two Year Are Better than Four by Liz Addison, and Blue Collar Brilliance by Mike Rose respectively, take two different approaches to learning. Addison firmly believes in the traditional method by advocating community college is the better choice for students to experience higher education. Addison also asserts community colleges offer the same level of education compared to four universities. She also emphasized in her writing the value of the experience is much more personal due to the smaller classes in community college. On the other hand, Mike Rose observes that higher education does not define a person’s intelligence. Rose believes that society plays a big part in the judgmental view towards people without degrees. Yet the same society fail to recognize that blue collar jobs such as plumbers and waitresses require specific kinds of intelligence just like Rose’s mother Rosie, whom he described as an example of blue collar brilliance. Even though Addison and Rose take
Mike Rose, the author of the essay “Blue-Collar Brilliance” talks about the relationship between blue-collar workers and the knowledge or formal education they have. Rose also talks some about his personal experience on this topic and how blue-collar workers are often generalized or given stereotypes. I agree with Rose that blue-collar workers are generalized and made assumptions about.
You have Mike Rose going to college, and his family barely got out of high school. Another one is where you have what school teaches you and what on the job teaches are different a lot of time like in the article he says, "For Joe, the shop floor provided what school did not"(Rose, 2017, p4). Joe is Mike uncle, and he dropped out of high school at the ninth grade. The big contrast of the story is the big collar people vs. the people who have the degree, and which one is smarter. His argument for the blue-collar people he went around to people who have blue collar jobs and cataloged the cognitive demands of a range of blue-collar and service jobs to gain a sense of how knowledge and skill develop. For the argument for the other side he did the same thing but for people that have degrees like, for example, people who are scientists, lawyers, entrepreneurs, and other professionals that are rich with detail about the intellectual dimension of their work. They found the people who learn on the job know more about their job than the people who have a degree in their
Blue Collar Brilliance told a story about how Mike Rose’ adolescent life showed him that you do not need college to be successful. He tells how he used to watch his mother learn from the other people, how to read their facial expressions, body language, and even tone of voice to asses their moods and needs. He tells the story of his uncle working his way up from a railroad worker to a General Motors supervisor. He uses the skills he learned from these important people in his life to make a life and a career for himself.
In “ Blue Collar Brilliance” Mike Rose argues that intelligences can’t be measured by the education we received in school but how we learn them in our everyday lives. He talks about his life growing up and watching his mother waitressing at a restaurant. He described her orders perfectly by who got what, how long each dish takes to make, and how she could read her customers. He also talks about his uncles working at the General Motors factory and showed the amount of intelligence that was need to work at the factory. Rose goes on talking about the different types of blue-collar and how he came up with the idea that a person has skills that takes a lot of mind power to achieve.
"Some Lessons from the Assembly Line" is a personal narrative written by Andrew Braaksma. The author speaks about the risks and struggles individuals face when choosing a blue-collar career. The author vaguely speaks about taking his education for granted before he realized how lucky he had been to receive one, to begin with, and what his life would be like without higher education. Being a single mother, and a young woman, who lives in a small town made up of mostly blue-collar careers I can relate to the importance of the author's purpose. The author's purpose for writing this piece of work is to inform his audience about the value of higher education; since without education beyond high school, an individual must depend on careers that require an
In David Foster Wallace's Kenyon Commencement Speech, he speaks towards the graduating class of 2005 about the benefits in having liberal arts major, but that is not the only topic he talks about. David Foster Wallace also points out reasons as to why routine is extremely difficult, dreary, tiring, boring, time consuming, and frustrating. In Mike Rose's, "Blue-Collar Brilliance," he is conversing to the audience the true definition of intelligence and how to gain it. Mike Rose is fond of the idea of routine and believes that routine has a lot to offer to individuals. Mike Rose is able to extend this idea by relating it to his mother, Rose Meraglio Rose, and his uncle, Joe Meraglio. Even though David Foster Wallace and Mike Rose take two different
Hidden Intellectualism by Gerald Graff touches on the struggle of integrating street smarts into the academic world. Book smarts were usually associated with middle and upper class, whereas street smarts were usually associated with working and lower class, and Graff felt that he didn’t belong to either. Graff later explains how there should be a way to build a bridge between a student’s outside interests to the academic world, and he believes that can be done through reading, analyzing and debating on those topics (sports, fashion, cars. etc). Not only would it combat issues like boredom and isolation, but it would also help students develop better literacy and analytical skills, as well as create a sense of community in schools. Graff knows
Angela lee Duckworth’s lecture was about the key to success and success was not base on the people’s learning ability and on their IQ. However, people need to struggle to fulfill their dream. None of one born on the perfect family with lots of talent. People who have low IQ are not lazy and they are not good on anything. Here in the “Defying the Odds: Victor Cruz” victor got on scholarship to play football. Nevertheless, due to his low IQ on his Academic record, he was kick out twice in two years from Umass. He go back to his back town and start going community college. He struggle hard and never give up. He feel shy to walk here and there because the
In “Are Too Many People Going to College?”, Charles Murray brings to his readers attention that not all jobs need a degree he says, “Actually becoming good in those occupations will take longer than four years, but most of the competence is acquired on the job” (242).
He claims to relate his mother’s quick and effective decisions, customer interactions, memorisation and problem solving, and his uncle, Joe’s, learning, planning and management skills to that of a white-collar worker. “Preposterous”, some might argue. “You cannot possibly compare waiters and conductors with boffins.” However, the dichotomy between the blue-collars and white-collars are subtle. Regardless of Rose’s claim that blue-collar workers are more efficient and carry a broader skill set, there exists no comparison between the two categories. Granted, the social biases about one’s occupation are irrational; however, blue-collars cannot substitute white-collar workers merely because of their “diverse intelligence”. Given Rose’s experiences, he has colluded blue-collar intelligence with white-collar intelligence. Id Est, he believes that social discrimination against blue-collar workers is fallacious from his observations; thus, their skills are the analogous to white-collar workers. In sum, blue-collar workers are intelligent and important in their respective and applicable fields, and white-collars in theirs’; drawing comparisons between them are like comparing apples and
In order to properly understand the struggle of the intellectually excellent, it is first important to understand what makes one intellectually excellent. According to John Newman, intellectual excellence is achieved through Liberal Education (Newman 58). This intellectual excellence is not what brings around merit or righteousness. Having this knowledge is what can make a man more able to learn. It is not the rudder of a man’s inner self. Newman says this about pursuing intellectual excellence: “Intellect too, I repeat, has its beauty, and it has those who aim at it” (Newman 59). In the preceding passage, John Newman discusses that every object has beauty, but there is an example of every type of object that is the most perfect. The same can apply for knowledge. Intellectual excellence is that perfection of knowledge. While it is technically unreachable, as no man can harness all of the universe’s knowledge, those who strive for the beauty of knowledge are reaching for intellectual excellence. Those with intellectual excellence can be students, whether in middle school or college, or instructors. It is relative to the learner itself as well. In a college setting, those who are achieving intellectual excellence are those who, most often, are in liberal arts educational pathways. Those who are business majors, for example, are confined to only their field of education. They do not need to know about Vivaldi, Michelangelo, and other classic artists. They only strive to learn that which they need to, simply because there is no benefit in other knowledge. Those in liberal arts majors, however, are more likely to achieve this excellence. Menand states that “liberal-arts students are more likely to take courses with substantial amounts ...
The main premise of the argument made by Livingston is that are bigger factors to success in the management world than just academic success making them overvalued. It goes on to entail the struggles that exceptional students have faced throughout the years and how their degrees seem impressive but can only get them so far. Livingston points out that some of the skills that have allowed them to succeed may not be as relevant in the work world because it is not about strictly intellectually thinking. Things such as emotional empathy play even bigger roles than given credit for and it is something that curriculum cannot teach. Even the best students can lack these skills and it could be the reason why their turnover rate and “arrested progress”
A controversial debate has been at hand for several years. Many view education as learning from your outside surroundings and gaining information through first-hand contact. Knowing information is one aspect, but the ability to apply the knowledge is another. In "How To Get a Real Education," Scott Adams argues that students should choose courses that are practical to daily life and therefore should not have to sit through the monotonous classes taught today. According to Adams, if someone is not "book smart," they should not have to sit through the same courses as those heading for that 4.0 GPA; it is a waste of time. While having "street smarts" is a crucial component to surviving in society, the same can be said of "book smarts." His outline
Education is very important in the development of our future. Scholars spent many years of their life in an educational environment because it provides the tools that scholars need to be successful on their own. However, educational institutions fail to encourage those who are “street” smart of their intellectual potential and undervalue them. Scholars will be more inclined to reach their intellectual potential if they were encouraged to practice with the subjects that interest them. Thus, “street” smart and “book” smart have different intellectual potential and they apply it differently to the subjects that interest them.