ABSTRACT
This chapter describes that high school education in the United States is being undermined by anti-intellectualism. It explores Richard Hofstadter's claims from half a century ago that the democratization of schools has actually hurt intellectual growth. The chapter looks at the story of Nijay Williams, who was unable to complete his first year of college because his experience in grade school did not prepare him academically for the rigors of higher education. It also looks at outside forces that impact academic disengagement in K-12 learning. The chapter addresses the question: How much should educators work with cultural forces, and how much should they teach in spite of them? After all, cultural perceptions change and worldviews seem to be evolving more rapidly than in the past. Is anti-intellectualism actually fueled by the influence of modern society? The chapter provides several ways that one can counteract the current anti-intellectual trend in America.
