Mike Rose grew up in a middle class blue collar family. He wasn't a better student until he was pushed by a teacher during elementary school. In college he studied humanities and social/psychological sciences. Subsequently, he attended graduate school to study education and cognitive psychology. Although she didn't have the formal education she has now, Rose is able to analyze her memories of her mother and how she learned the same skills he learned in school, on the job. Raised in a blue-collar family, Rose is able to explain what it's like to work in that field based on first-hand observations. Rose's central argument is based on the widespread societal debate about blue-collar versus white-collar workers. Rose believes that blue-collar work has slowly become undervalued in society from an educational perspective. Rose states that intelligence throughout history has always been based on the amount of formal education a person has received. He believes that valuable intelligence can come from the hands-on approach that blue-collar work can bring. He is in the position of a clerk who grew up in a blue-collar family, and is attempting to expose the reality of the knowledge that comes from doing blue-collar jobs. He uses narratives and images to convey his point of view. The narratives he uses are the shops of his family members who worked as laborers. This way he is able to use creative leverage for his argument. The images he uses show his family members in their potential fields, show how they dress and how a typical day at work went. Rose uses stories of her mother, who worked as a waitress, and her uncle who worked in a factory. worker. Even if R...... middle of paper ...... new how to make his workers happy and efficient. Rose began to study how to confuse the collars, as her mother and uncle thought. and cataloged the mental demands of different types of blur collar jobs. He documents the skills developed and knowledge acquired by blue-collar workers to better justify his thesis on why blue-collar work should not be undervalued. In conclusion, Rose states that we as a society should not measure a person's intelligence by the amount of formal education they have received and that if we continue to underestimate daily work efforts by simply saying you can't learn by making us an environment an example negative for the future. Rose says intelligence cannot be measured by how much you learn in class, because everyone in every profession can learn the cognitive skills needed to thrive in their potential workforce..