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Out of Our Minds: Anti-Intellectualism and Talent Development in American Schooling
A consideration of the reasons for US schools' failure to care for the intellect and talents of all children, and gifted ones in particular. The authors provocatively examine issues of poverty, racism and sexism as they pertain to the schooling of bright working-class and minority students.
- GenresNonfiction
265 pages, Paperback
First published March 30, 1995
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Displaying 1 - 2 of 2 reviews
March 6, 2017
Review of “Out of our Minds: Turning the tide of Anti-Intellectualism in American Schools”
I was intrigued by the subject of this book, being a believer in the value of a classical education and the importance of being a critical thinker. I thought that I would be in the target audience for a book like this, someone who is involved in education at the university level and very much invested in the education system my adolescent children receive.
While there are portions of the book that are quite well-written and thought-provoking, much of the work suffers under the weight of academia’s own insiders’ syndrome, namely an attempt to over-research and over-write. This book includes a massive bibliography (over 60 pages, with at least 15 citations per page; 900 references). However, the authors’ academic writing style with in-line citations was very distracting. For over 80% of the book, there was hardly a paragraph without at least one reference and in many cases multiple references, making it difficult to focus on their words and ideas. While I understand the importance of literature review in research writing, the style was very difficult to read.
The authors provide excellent chapters on gifted students and the anti-intellectual university, which were thought-provoking. Unfortunately, the book peaked at this point and then struggled for the rest.
The authors wrote a provocative chapter on Social Justice, although it was more than slightly wandering. In their assessment, not only does the American education system under-serve the poor and minorities—it is actively designed and intended to do so (which almost sounds like some vast right-wing conspiracy).
I struggled through a pointless chapter on ‘where and intellectual education might reside.’ This was a rambling discussion on culture which led to no conclusion and never even seemed to try to approach the question head on.
The recommendation chapter was remarkably and surprisingly disappointing while simultaneously being fantastical. I certainly understand the desire of the authors to be provocative by making a radical proposal. However, their suggestion fails on two critical fronts—first; it fails to adequately address how their proposed solution would actually achieve its purported goals of encouraging intellectual growth and stimulation. Secondly, it makes no attempt at all to explain, or even suggest how this vision should (or even could) be accomplished. Only a single reference to “unintended consequences” gives any hint to the possible downsides of the proposal, of difficulties in achieving it.
I find it ironic that a book, predicated on the value of intellectualism, which is conveniently only ever loosely defined, seems to fail to reach an intellectually satisfying conclusion. Or perhaps that is exactly the goal—to preach and demonstrate that the value of intellectualism so far outweighs any pedestrian or ‘low culture’ desire for utility (which must certainly be bad) that the book itself is not bound by any expectation of ultimate practical application.
The star rating is given as an average across the nine chapters, with two being 5 stars, two being one and the other five as threes.
I had hoped that I could endorse this book with enthusiasm. I share the author’s concern for intellectual development and disdain for factory schooling. My family has been involved in—but not afraid to criticize—public education at the middle school, high school, and university levels. We certainly are not blind defenders of the status quo. However, ultimately, and not without irony, it is the author’s inability to thoroughly critique themselves that causes the book to fall short.
Disclosure: I received a complimentary copy of this book with the expectation I would provide an honest review.
I was intrigued by the subject of this book, being a believer in the value of a classical education and the importance of being a critical thinker. I thought that I would be in the target audience for a book like this, someone who is involved in education at the university level and very much invested in the education system my adolescent children receive.
While there are portions of the book that are quite well-written and thought-provoking, much of the work suffers under the weight of academia’s own insiders’ syndrome, namely an attempt to over-research and over-write. This book includes a massive bibliography (over 60 pages, with at least 15 citations per page; 900 references). However, the authors’ academic writing style with in-line citations was very distracting. For over 80% of the book, there was hardly a paragraph without at least one reference and in many cases multiple references, making it difficult to focus on their words and ideas. While I understand the importance of literature review in research writing, the style was very difficult to read.
The authors provide excellent chapters on gifted students and the anti-intellectual university, which were thought-provoking. Unfortunately, the book peaked at this point and then struggled for the rest.
The authors wrote a provocative chapter on Social Justice, although it was more than slightly wandering. In their assessment, not only does the American education system under-serve the poor and minorities—it is actively designed and intended to do so (which almost sounds like some vast right-wing conspiracy).
I struggled through a pointless chapter on ‘where and intellectual education might reside.’ This was a rambling discussion on culture which led to no conclusion and never even seemed to try to approach the question head on.
The recommendation chapter was remarkably and surprisingly disappointing while simultaneously being fantastical. I certainly understand the desire of the authors to be provocative by making a radical proposal. However, their suggestion fails on two critical fronts—first; it fails to adequately address how their proposed solution would actually achieve its purported goals of encouraging intellectual growth and stimulation. Secondly, it makes no attempt at all to explain, or even suggest how this vision should (or even could) be accomplished. Only a single reference to “unintended consequences” gives any hint to the possible downsides of the proposal, of difficulties in achieving it.
I find it ironic that a book, predicated on the value of intellectualism, which is conveniently only ever loosely defined, seems to fail to reach an intellectually satisfying conclusion. Or perhaps that is exactly the goal—to preach and demonstrate that the value of intellectualism so far outweighs any pedestrian or ‘low culture’ desire for utility (which must certainly be bad) that the book itself is not bound by any expectation of ultimate practical application.
The star rating is given as an average across the nine chapters, with two being 5 stars, two being one and the other five as threes.
I had hoped that I could endorse this book with enthusiasm. I share the author’s concern for intellectual development and disdain for factory schooling. My family has been involved in—but not afraid to criticize—public education at the middle school, high school, and university levels. We certainly are not blind defenders of the status quo. However, ultimately, and not without irony, it is the author’s inability to thoroughly critique themselves that causes the book to fall short.
Disclosure: I received a complimentary copy of this book with the expectation I would provide an honest review.
March 1, 2017
Out of Our Minds: Turning the Tide of Anti-Intellectualism in American Schools
I was lucky enough to have gotten this book free to possibly review from LibraryThing. My 2 sons are grown now, but it's not just a book for a parent, it's for and about the difference between intellectualism and intellect, 'intellectually gifted students, 'factory' schooling', 'literacy', environmental factors, anti-intellectualism in society and educators along with causes of perpetuation plus credentialing issues, k-high school and higher learning {universities}, and a part on ethics, justice, equality, and intellect. Where might an intellectual education reside, and what one might look like is also covered. This was a fascinating look that explained to me personally why I had 'issues' throughout my academic years and even when going to college post children. This is for parents, teachers, thinkers, previously intellectually unchallenged.
Maybe, just maybe, we can save the upcoming generation of 'intellectually gifted' from being taught in all the wrong ways for all the wrong reasons.Learning/education is much more than " a s d f j k l ; ", {rote learning, by repetition} because we need a world of thinkers that know what the reasoning is behind the thoughts, not just how to make the motions.
I was lucky enough to have gotten this book free to possibly review from LibraryThing. My 2 sons are grown now, but it's not just a book for a parent, it's for and about the difference between intellectualism and intellect, 'intellectually gifted students, 'factory' schooling', 'literacy', environmental factors, anti-intellectualism in society and educators along with causes of perpetuation plus credentialing issues, k-high school and higher learning {universities}, and a part on ethics, justice, equality, and intellect. Where might an intellectual education reside, and what one might look like is also covered. This was a fascinating look that explained to me personally why I had 'issues' throughout my academic years and even when going to college post children. This is for parents, teachers, thinkers, previously intellectually unchallenged.
Maybe, just maybe, we can save the upcoming generation of 'intellectually gifted' from being taught in all the wrong ways for all the wrong reasons.Learning/education is much more than " a s d f j k l ; ", {rote learning, by repetition} because we need a world of thinkers that know what the reasoning is behind the thoughts, not just how to make the motions.
Displaying 1 - 2 of 2 reviews