(pp.45-58) Hooks also recognized that when integration occurred these change agents were alienated from black children and alienation and discrimination ensued, associated with being taught white history and democratic ideals, rather than reformation of education, which was the intention. (p. 3)

Both perspective childhood stories imply implicit as well as environmental (explicit) characteristics of wisdom, as Hooks acknowledges that she may have been singled out, as a child of a certain class, gender and race but it may have been because people recognized her implicit character of wisdom and potential. Hooks, by virtue of watching people in her own community live out characteristics of patriarchal ideals demonstrates wisdom far beyond the years she reflects upon. In this phenomena, as reflected by Bell Hooks' experiential learning and reflection, one can clearly see the implicit-explicit dichotomy, discussed in Sternberg and Jordan's a Handbook of Wisdom: Psychological Perspectives. In this work the idea...
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