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The Knowledge Deficit
Provides an analysis of the state of modern American education to trace a link between a lack of reading comprehension and poor performance and furnishes specific tools for parents to enhance a child's ability to read with comprehension.
How To Educate A Citizen: The Power of Shared Knowledge to Unify a Nation
In this powerful manifesto, the bestselling author of WHY KNOWLEDGE MATTERS addresses the failures of America's early education system and its impact on our current national malaise, advocating for a shared knowledge curriculum students everywhere can be taught-an educational foundation that can help improve and strengthen America's unity, identity, and democracy. In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America's public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been rel...
Why Knowledge Matters
In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In con...
The Schools We Need
This paperback edition, with a new introduction, offers a powerful, compelling, and unassailable argument for reforming America's schooling methods and ideas--by one of America's most important educators, and author of the bestselling Cultural Literacy. For over fifty years, American schools have operated under the assumption that challenging children academically is unnatural for them, that teachers do not need to know the subjects they teach, that the learning "process" should be emphasized over the facts taught. All of this is tragically wrong. Renowned educator and author E. D. Hirsch, Jr., argues that, by disdaining content-based curricula while favoring abstract--and discredited--theor...
The Making of Americans
From the bestselling author of Cultural Literacy, a passionate and cogent argument for reforming the way we teach our children. Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive book, educational theorist E. D. Hirsch, Jr. masterfully analyzes how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at ...
Digital Humanities Pedagogy
"The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions." (4e de couverture).
Cultural Literacy
A must-read for parents and teachers, this major bestseller reveals how cultural literacy is the hidden key to effective education and presents 5000 facts that every literate American should know. In this forceful manifesto Professor E. D. Hirsch, Jr., argues that children in the United States are being deprived of the basic knowledge that would enable them to function in contemporary society. They lack cultural literacy: a grasp of background information that writers and speakers assume their audience already has. Even if a student has a basic competence in the English language, he or she has little chance of entering the American mainstream without knowing what a silicon chip is, or when the Civil War was fought. An important work that has engendered a nationwide debate on our educational standards, Cultural Literacy is a required reading for anyone concerned with our future as a literate nation.
Literary Hermeneutics
This book analyses the most significant aspects of the evolutionary process which occurred in literary hermeneutics: the shift from interpretation perceived as a methodology of reading to the ontological function of exegesis. Through the discussion of the theories of Friedrich Schleiermacher, Eric Donald Hirsch, Hans-Georg Gadamer and Paul Ricoeur, it focuses on the metamorphosis of the concepts of meaning, interpretation and validity, and demonstrates how the correlative changes in the essence and functions of these three elements transformed the art of understanding from being a methodological discipline to an ontological instrument for a re-description of the interpreter’s self. The book highlights the development of those aspects of hermeneutic thought which are of particular significance in the contemporary debate over validity and criteria of interpretation. The vision of hermeneutics proposed here contradicts the supposedly anachronistic character of the art of understanding, and, through a permanent departure from essentialist views and categories, enables it to enter into a discussion with such literary orientations as neo-pragmatism and reader-response theory.
