(September 2011)
Not sure... I'm almost finished with Cultural Literacy: What Every American Needs to Know by E. D. Hirsch. I'd see the title referenced by others, and when my brother suggested I read it, I decided to take the plunge.
As a whole, he make some excellent points. Basically, Hirsch argues that our skill-focused school curriculum is too fragmented to develop a robust knowledge of content, which equates to being culturally literate. When we read, we activate our prior knowledge, and the difference between literate and illiterate folks can be the amount of general knowledge they possess to supply meaning (making comprehension possible). The knowledge need not be extensive--just enough to suffice what the writer assumes we know. He has since come out with a cultural dictionary to be used as a "national curriculum," of sorts.
As a whole, he make some excellent points. Basically, Hirsch argues that our skill-focused school curriculum is too fragmented to develop a robust knowledge of content, which equates to being culturally literate. When we read, we activate our prior knowledge, and the difference between literate and illiterate folks can be the amount of general knowledge they possess to supply meaning (making comprehension possible). The knowledge need not be extensive--just enough to suffice what the writer assumes we know. He has since come out with a cultural dictionary to be used as a "national curriculum," of sorts.
I'm glad to have read the book and will most likely come back to it for various reasons. Though I am not sold on all his ideas and wince with his critique of American schools, I do applaud the point he is making and am grateful he has placed emphasis on a part of education that addresses reading comprehension.
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