The Education Of A Gearhead Analysis
Chapter four, The Education of a Gearhead, consisted of Crawford telling some
short stories that spoke about his experience developing as a mechanic while at the
same time bringing forward a strong point. I believe that strong point consisted of
his belief that people nowadays aren t as involved and as attentive in the work they
do. Most importantly, they don t take their work to a personal level, only providing
their knowledge but not their soul into their works. In the beginning of the chapter,
Crawford states, I want to give a fuller portrait of the mechanic, connecting his
manner of thinking to his manner of feeling. I find the idea of disposition useful in
thinking about the effect the work has had on me, and on the other... Show more
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His journey began by receiving his degree in physics, which led him to no job and
therefore, he worked as an electrician. Afterwards, it states, but I ultimately earned
a Ph.D. in the history of political thought, (104) which really just led him to a
serious thought of what he wanted to do with his life, because he wasn t quite
satisfied with it. He then fell back to the mechanic lifestyle (105) in which he
states, The physicality of it, and the clear specificity of what the project required
of me, was a balm for feelings of professional panic (105). Because Crawford had
left the mechanic life in his teenage years, he had a hard time fixing some bikes; he
eventually had to contact Fred to receive guidance. It states, Over the next six
months I spent a lot of time at Fred s shop, learning, (108) and even after being
offered a huge salary in a job as a director, he kept returning back to the mechanic
shop. Crawford states a strong statement, saying, Fred s life as an independent
tradesman gave me an image of liberality that I kept coming back to (109). He then
chose liberty, opened a small shop, alongside Tommy and began his new journey as
a self employed business owner. Because the shop supported a spirit of
experimentation, (111) Crawford increased his knowledge in many aspects, for
example, he learned why someone should never let a bearing spin when drying it,
how to bill, the amount of attention a bike needs, and finally, he realized that as
committed he is to the bike, this commitment and responsibility transfers over to
others or the owners. For example, Crawford was simply going to hand over a bike
that wasn t necessarily completely fixed, but instead he felt compelled to get to the
bottom of things (123). It states, The bike is for