(Student’s Full Name)
In Steve Brody’s essay, “How I got smart,” the writer explains that he was initially uninterested in receiving a formal education, and this lack of interest was reflected in his grades at school. However, Brody decided to focus his attention on his academic work when he realized that it would impress the leading student in his class, whom he found to be attractive. Although the girl was impressed with the writer’s knowledge for a period of time, she still was not impressed with him to the point that she would become his love interest. Nevertheless, the experience taught him to value good education. Hence, it can be said that the article explores the thematic issues of the rewards of an education and the long-term satisfaction of an education thwarting the short-term motivations of acquiring knowledge. Therefore, it can be argued that the article demonstrates that acquiring knowledge can be intellectually satisfying despite the initial motivations to get the knowledge.
Brody in his essay highlights the point that there are rewards to be had when one is serious about his formal education. For instance, he enjoyed the “respect” (par. 37) and admiration that he received from his classmates when he was able to answer questions correctly and become a “wheeler-dealer in data” (par. 33). Furthermore, Brody’s father no longer felt the need to “avoid” his son when he “brought home” his “report card” (par. 38). This was because the writer’s grades were improving.
When this scenario is related to current events, it is understandable that a student will be motivated to perform well in school if she receives respect from her peers and her teachers. This desire for respect and acceptance by peers is especially strong during the adolescent years. This is the period that young people at this stage of their lives have a strong desire to belong. It can be assumed from Brody’s essay that when a student performs well academically then it could help young people fulfill the desire to be accepted. On the other hand, it can be argued that if a person focuses too much on their studies then this can allow them to become alienated from the rest of his peers. Moreover, this person can be labelled with terms such as bookish, nerdy, or an egg head.
Nevertheless, Brody still puts forward the argument that the long-term satisfaction of an education thwarts the short-term motivations of acquiring knowledge. Initially, Brody wanted to acquire knowledge to impress Debbie, who was the best student in his English II class. Debbie was attractive and the writer felt that he could impressive her with his knowledge so he bought a volume of encyclopedias. However, he discovered that his attempts to win Debbie’s heart with the knowledge that he gained from reading his first volume of encyclopedia were futile. He found out that Debbie had a boyfriend who was a “junior from a neighboring school,” who happened to be a “hockey player with a C+ average” (par. 39). Moreover, Debbie eventually moved from the “neighborhood and transferred to another school” the following year (par. 42). At first, Brody was disappointed and wanted to buy a “hockey stick” instead of the second volume of the encyclopedia (par. 39).
Nonetheless, despite not achieving his objective of winning the heart of Debbie, who was the best student in his English II class, his love for knowledge grew. The writer mentioned that even though the “original incentive was gone,” he continued “pouring over the encyclopedias” and read an “increasing number of other books” (par. 43). It appeared as if Brody gained a personal satisfaction from learning new things and decided to purchase other encyclopedia volumes—up to the fourteenth volume.
In conclusion, Brody uses his essay to highlight the fact that there are rewards to be gained from receiving a good education. Additionally, the writer reveals that one can experience the long-term satisfaction of receiving a good education despite the initial motivations being removed. Furthermore, the author shows that an individual does not necessarily have to start out desiring knowledge, but this desire will eventually mature and develop.
Work Cited
Brody, Steve. “How I Got Smart.” Smarter Carter. Web. 27 Mar. 2016. <http://www.smartercarter.com/Essays/How I got Smart.pdf>.
