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• W119324676 abstract "While E.D. Hirsch, Jr., continues to see himself as a maverick, he beginning to warm to idea that expert sentiment moving his way. Many educators first heard of E. D. Hirsch 1987, Cultural Literacy was published. But Don Hirsch's interest K-12 education predates that book's publication by more than a decade. In late 1970s, E. D. Hirsch, Jr., had a professional experience that me up and changed my life. Already a full professor of English, holder of an endowed chair at University of Virginia, and author of five scholarly books and many articles, Hirsch had become interested how students read and write and what foundations are for those skills. As part of a study he conducted, he gave reading samples to students at a community college Richmond and to students at University of Virginia. He soon discovered that the kids at community college Richmond could read - could decode - just as well as kids at University of Virginia. They just couldn't understand as many texts. Hirsch discerned that it wasn't decoding skills that presented problems for mostly black youngsters at community college. was prior knowledge they brought to page, he says. particular incident that shook Hirsch to his intellectual foundations was assignment of a passage on Lee's surrender to Grant at Appomattox Court House. The university students read it with ease. he recalls. The community college people could not read it, because they had no idea who Lee was, who Grant was, what context was - and Richmond, Virginia! This result, so surprising to Hirsch, fit perfectly with developments psycholinguistics 1960s and 1970s that showed that background critical to reading, that literacy not an abstract skill, and that the tool metaphor of as Hirsch calls it, is actually incorrect. In 1944, Don Hirsch was a 16-year-old growing up Memphis, in highly segregated South. Gunnar Myrdal's enormously influential An American Dilemma, was published. Reading book made clear to young Don for first time that racism was a serious deterrent to democracy. He recalls Myrdal's book as the single book that made greatest impression on me. Although both general southern culture and his own prosperous family had taught him that status quo must be preserved, disobeyed all those rules after I read this book. Hirsch argues that much of his concern with progressive education and its iii effects grows out of his social conscience and his deep belief that avoidable injustice must be eradicated. It simply not fair for schools to withhold from disadvantaged children background knowledge that most successful advantaged students accumulate from their homes and, to varying degrees, from their schools over a period of years. Teachers College at Columbia University and its two great educational leaders of 1920s and 1930s, John Dewey and William Heard Kirkpatrick, are Hirsch's view unwitting villains. In fact, both Dewey and Kirkpatrick believed high standards, and Hirsch quick to acknowledge that, when they work, progressive methods are superb. It's a big mistake to read my books as being anti-progressive methods. What they're 'anti' about what Dewey himself said about such methods: these methods are great as long as kids learn. Hirsch distressed that progressive project method often not carefully monitored to see whether students are actually learning. He particularly troubled by anti-subject-matter orientation of progressive education, which many upper-middle-class youngsters succeed because they get so much education and information at home, whereas students from uneducated backgrounds are going to get needed information only from school, and they're not getting it. Hirsch contends that children really attend two schools: the home-school and school-school. …" @default.
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• W119324676 date "1997-09-01" @default.
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• W119324676 title "Doing What Works: An Interview with E.D. Hirsch, Jr." @default.
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