E. D. Hirsch

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E. D. Hirsch
E. D. Hirsch at Policy Exchange Education Lecture (3).jpg
Hirsch in 2015
Born
Eric Donald Hirsch Jr.

(1928-03-22) March 22, 1928 (age 93)
Memphis, Tennessee, US
Known forFounding the Core Knowledge Foundation
Spouse(s)
Mary Pope
​
(m. 1958)​
Academic background
Alma mater
InfluencesAntonio Gramsci
Academic work
Discipline
  • Education
  • English
Institutions
Notable works
  • Validity in Interpretation (1967)
  • Cultural Literacy (1987)
Notable ideasCultural literacy
Influenced

Eric Donald Hirsch Jr. /hɜːrʃ/ (born 1928), usually cited as E. D. Hirsch, is an American educator and academic literary critic. He is professor emeritus of education and humanities at the University of Virginia.[HirschPublications 1]

Hirsch is best known for his 1987 publication Cultural Literacy which—like Allan Bloom's The Closing of the American Mind—also published that year, became influential best selling books and a catalyst for a movement for "prescriptive" cultural literacy, and for "standards in general".[1]:13 Cultural Literacy included an unannotated list of approximately "5,000 names, phrases, dates, and concepts" every American should know in order to be culturally literate.[2][3]

Hirsch is the founder and chairman of the non-profit Core Knowledge Foundation, which published the Core Knowledge Sequence and, starting in the 1990s, eight books as part of the Core Knowledge Grader Series of books.[HirschPublications 2] The series begins What Your Preschooler Needs to Know and ends with What Your Sixth Grader Needs to Know. The books have been particularly popular with parents who homeschool, as well as parents whose children attend Core Knowledge schools, and have been revised and updated over the years.

Hirsch has been associated with the concept of authorial intent in modern literary theory, since the publication in 1967 of his book, Validity in Interpretation[4] in which he defended the notion of objectivity in humanistic studies and distinguished between the "meaning" of a text, which relates to understanding and does not change, and its "significance", which relates to explanation and changes over time.

Early life[]

Hirsch was born on March 22, 1928, in Memphis, Tennessee.

Education[]

In 1950, Hirsch graduated from Cornell University in Ithaca, New York with a B.A. and completed his doctorate at Yale University in New Haven, Connecticut in 1957.

Overview[]

From 1957 to 1966, Hirsch taught at Yale University. His academic work in the 1960s was as a literary analysis, criticism, and interpretation. While teaching at Yale, Hirsch published his 1960 book, Wordsworth and Schelling, in which he investigated aspects of romanticism as they relate to literary criticism and interpretation.[HirschPublications 3] In 1964, Hirsch published Innocence and Experience: An Introduction to Blake.[HirschPublications 4]

He was hired as associate professor at the University of Virginia in Charlottesville, Virginia in 1966. The next year, he published his widely-cited Validity in Interpretation, through which he came to be associated him with the concept of authorial intent in modern literary theory.[HirschPublications 5]

His focus shifted starting in the late 1970s towards education reform by broadening the concept of literacy to include cultural literacy. The catalyst for this transition occurred while Hirsch was teaching in Charlottesville. In 1978 Hirsch and his colleagues were running tests on "readability in prose"—on how "clarity of style influenced comprehension". He was surprised and discouraged to learn that the university students test results were higher than those of the students of J. Sargent Reynolds Community College in Richmond, who were "poor and minority students". The community college students had developed decoding skills for reading, but that they "they began to break down whenever background knowledge was involved."[5] Hirsch was appalled that the community college students, who were Virginians, had not heard of Robert E. Lee, commander of the Northern Virginia Confederate States Army and General Ulysses S. Grant, who led the Union Army or the role they played in the Appomattox campaign during the American Civil War.[5] Hirsch began his research into how and why these students had been let down, and by whom.[5]

By 1988, Hirsh was featured in the New York Times, as a "self-proclaimed crusade against noneducation" in his role as president of the Cultural Literacy Foundation which was headquartered in Charlottesville. The Foundation monitored the "spread of ignorance and illiteracy in the United States" and made "proposals for remedying it".[5]

By 2015, Hirsch and his Core Knowledge Foundation, had become an "increasingly popular primary source for the Common Core movement".[6]:127 The emphasis is placed "more on what should be known rather than how to know"—"content knowledge" is central to learning and "knowledge acquisition is treated as a commodity or product to be dispensed".[6]:127

Academic research[]

Authorial intent[]

Since the publication of his 1967 book, Validity in Interpretation, Hirsch has been associated with the concept of authorial intent in modern literary theory. In his book, Hirsch provided his account of hermeneutic theory in defense of the author against the "vigorous assault" on the "sensible belief that a text means what its author meant".[HirschPublications 5]:1 Hirsch responded to anti-intentionalists who argued for the semantic autonomy of works of art, for example, T.S.Eliot, Ernst Cassirer's 1923 Philosophy of Symbolic Forms, Martin Heidegger's 1959 and Heidegger's student Hans Gadamer.[HirschPublications 5]:1 in the work of Martin Heidegger and his student Hans-Georg Gadamer,[HirschPublications 5][7] who shaped contemporary hermeneutics. In their 1946 essay, "The Intentional Fallacy", W. K. Wimsatt and M.C. Beardsley had argued against the idea of authorial intent—the true and valid interpretation of a work of art could only be achieved by ascertaining the meaning that its maker intended for it to possess. In their essay, Wimsatt and Beardsley said that works of art are semantically autonomous and therefore, not dependent on the artists intentions.[7]

In his 2017 article on authorial intent, Søren Harnow Klausen said that Hirsch's "intentionalist theories of meaning and interpretation" are "insufficiently attentive to the different levels of authorial intention that are operative in literary works".[4]:71 Klausen says that—in practice—intentionalism converges with "rival approaches to interpretation." Klausen called for a "multilevel intentionalism" that is more relevant to actual authorial and critical practice because it considers authorial intentions and strategies on many different levels—including "simple semantic intentions", and "irony and allusion".[4] Hirsch defended the notion of objectivity in humanistic studies and distinguished between the "meaning" of a text, which relates to understanding and does not change, and its "significance", which relates to explanation and changes over time.

Cultural literacy[]

His 1981 Modern Language Association presentation, which introduced his theory on the connection between literacy in general and cultural literacy.[5] was published in 1983 as an article, "Cultural Literacy", in The American Scholar. In 1983, the Exxon Education Foundation provided support for further research.[5] With this funding, Hirsch set up a team who began to compile what would become the appendix of his 1987 book, an unannotated list of approximately "5,000 names, phrases, dates, and concepts".[2] representing the "necessary minimum of American general knowledge".[5] In 1983, Hirsch co-authored the Dictionary of Cultural Literacy with Joseph Kett and James Trefil.[HirschPublications 6] In 1989, Hirsch was the editor of A First Dictionary of Cultural Literacy.

By the 1980s, Columbia University's Diane Ravitch, the highly-respected education historian, had become associated with Hirsch's Core Knowledge movement.[8] Against the backdrop of the release of a scathing report on education in the United States—A Nation at Risk—Ravitch encouraged Hirsch to publish Cultural Literacy as a non-fiction book in 1987.[HirschPublications 7] The book included an unannotated list of approximately "5,000 names, phrases, dates, and concepts" every American should know in order to be culturally literate.[2][3][Notes 1]

In 1986, Hirsch established the Cultural Literacy Foundation in 1986 with funding from Exxon and the National Endowment for the Humanities with a goal of piloting their core curriculum in selected elementary schools.[5] By 1990, it had approximately 2,500 members and was self-supporting.[5]

In 1987, Hirsch's Cultural Literacy and Allan Bloom's The Closing of the American Mind[9] were published calling for greater cultural literacy.[1]:13 They became bestsellers and "spurred a growing movement for prescriptive cultural literacy and standards in general." This resulted in a recommendation by the United States Department of Education that "cultural literacy should inform the content of the American educational system."[1]:13

Hirsch has distanced himself from Bloom book, saying that "That was just bad luck ... Allan Bloom really was an elitist."[10]

Criticism of school systems[]

In his 1996 book The Schools We Need and Why We Don't Have Them, Hirsch was highly critical of the American education system, which he described as a "Thoughtworld" hostile to research-based findings and dissenting ideas.[HirschPublications 8]

Throughout his career, Hirsch denounced the 19th century philosophical movement—romanticism—its influence on American culture, in general, and on progressive educational ideas, in particular.[11] He said that romanticism, and writers and artists who espoused the worldview—such as Jean-Jacques Rousseau, William Blake, William Wordsworth, Friedrich Wilhelm Joseph Schelling, and Samuel Taylor Coleridge—"elevated all that is natural and disparaged all that is artificial". Hirsch pits the romance-inspired progressivists against intellectuals—the classicist, the modernist, the pragmatist, and the scientist.[11]

In The Schools We Need Hirsch said that, "Higher-level skills critically depend upon the automatic mastery of repeated lower-level activities."[HirschPublications 8]:150 In his 1999 book, The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and Tougher Standards, Alfie Kohn said that Hirsch's "starting with the basics" model "reflects a particular model of learning"—behaviorism—"which has lost credibility among experts in the field even as it retains a stranglehold on the popular consciousness".[12]

In 2006, Hirsch published The Knowledge Deficit, in which he continued the argument made in Cultural Literacy. Disappointing results on reading tests, Hirsch argued, can be traced back to a knowledge deficit that keeps students from making sense of what they read.

In 2009, he published The Making of Americans: Democracy and Our Schools, in which he makes the case that the true mission of the schools is to prepare citizens for participation in our democracy by embracing a common-core, knowledge-rich curriculum as opposed to what Hirsch claims to be the current content-free approach. He laments 60 years without a curriculum in US schools because of the anti-curriculum approach championed by John Dewey and other Progressives.

In 2016, he published "Why Knowledge Matters: Rescuing our Children from Failed Educational Theories", outlining the three major problems with education in the United States: the emphasis on teaching skills, such as critical thinking skills, rather than knowledge, individualism rather than communal learning, and developmentalism, that is, teaching children what is "appropriate" for their age.

Core Knowledge[]

Hirsch established the non-profit Core Knowledge Foundation and serves as its director. The Foundation began publishing its Core Knowledge Sequence in the 1990s. This includes eight books as part of the Core Knowledge Grader Series of books.[13] The series begins What Your Preschooler Needs to Know and ends with What Your Sixth Grader Needs to Know. The series, which has been revised and updated over the years, have been particularly popular with parents who homeschool, as well as parents whose children attend Core Knowledge schools.

In 2011 a British version of The Core Knowledge Sequence was published online.[HirschPublications 9] The books began to be adapted for the UK, beginning with What Your Year 1 Child Needs to Know.[14]

By 2015, there were about 1,260 schools in the US (across 46 states and District of Columbia) using all or part of the Core Knowledge Sequence.[HirschPublications 10] The Foundation believes that the actual number is much higher, but only counts schools that submit a "profile form" to the Foundation annually.[HirschPublications 10] The profile of Core Knowledge Schools in the US is diverse—including public, charter, private and parochial schools in urban, suburban and rural locations. Independent nonprofit GreatSchools.org reports that more than 400 of these schools are preschools.[HirschPublications 11]

In his 2014 article published by Thomas B. Fordham Institute, , the author of in which he reviewed Success Academy, Pondiscio said if the Common Core State Standards Initiative was "properly understood and implemented", it would be a "delivery mechanism" for Hirsch's "ideas and work" and his Core Knowledge curriculum.[15] Hirsch was not directly involved in developing the Common Core State Standards adopted in 46 states and the District of Columbia, some education watchers credit E. D. Hirsch as having provided the "intellectual foundation" for the initiative.[16][10] Pondiscio said that Politico had paired David Coleman—main author of the Common Core State Standards in English Language Arts—with Hirsch in eight place on their 2014 list of fifty "thinkers, doers and dreamers who really matter."[15][10]

Reviews of Hirsch's work[]

Since Hirsch's "Cultural Literacy" was published in the 1980s, his theories have often been embraced by political conservatives and criticized by liberals and progressives.[citation needed]

A 1999 Baltimore Sun article said Hirsch's system had succeeded in "producing educated children" but ignited an "education controversy" which has been "very good for [Hirsch's] business".[17] Hirsch said that he specifically designed a curriculum that would "place all children on common ground, sharing a common body of knowledge. That's one way to secure civil rights."[17]

Sol Stern, a senior fellow at the Manhattan Institute who has written extensively on education reform, described Hirsch's "curriculum for democracy" in 2009, as "content-rich pedagogy" that makes better citizens and smarter kids.[16] Sterne said in 2013 that Hirsch was "the most important education reformer of the past half-century."[16] Stern said that William Bennett, a prominent conservative who served as Chair of the National Endowment for the Humanities and later US Secretary of Education, was an early proponent of Hirsch's views.[16]

The Core Knowledge Foundation self-describes itself as non-partisan.[HirschPublications 12] Hirsch himself is an avowed Democrat who has described himself as "practically a socialist"[10][18] In his 2010 article in the Claremont Review of Books, Terrence O. Moore cited Hirsch, who self-described as a "political liberal" had been "forced to become an educational conservative".[18] Moore said that Hirsch's Left was the "Old Left". In The Making of Americans (2010), Hirsch said that, he was a "political liberal" who was "forced to become an educational conservative" after he had "recognized the relative inertness and stability of the shared background knowledge students need to master reading and writing." He said that the "democratic goal of high universal literacy would require schools to practice a large measure of educational traditionalism".[18]

In his 2009 article, published online by Grove City College's Institute for Faith and Freedom, Jason R. Edwards—who teaches education and history at Grove City College—said that Hirsch has been criticized by the political left for being an "elitist" whose theories could result in a "rejection of toleration, pluralism, and relativism". On the political right, Hirsch has been accused of being "totalitarian, for his idea lends itself to turning over curriculum selection to federal authorities and thereby eliminating the time-honored American tradition of locally controlled schools".[19]

Harvard University professor Howard Gardner, who is best known for his theory of multiple intelligences, has been a long-time critic of Hirsch. Gardner described one of his own books, The Disciplined Mind (1999), as part of a "sustained dialectic" with E. D. Hirsch, and criticized Hirsch's curriculum as "at best superficial and at worst anti-intellectual".[20] In 2007, Gardner accused Hirsch of having "swallowed a neoconservative caricature of contemporary American education."[21]

UK Education Secretary (Michael Gove)[]

Michael Gove, who served as served as Shadow Secretary of State for Children, Schools and Families and then Secretary of State for Education under Prime Minister David Cameron from 2010 to 2014, oversaw major controversial education reforms. Gove admired Hirsch's theories of education, according to a 2012 article in The Guardian.[22] Gove revised the national curriculum, which included "hard facts", allegedly influenced by Hirsch.[22][23] In 2014, the Core Knowledge books were published in the U.K. by Civitas, which is widely characterised in the national news media as "right-of-centre".[24][25] Standardized testing conducted by the Office for Standards in Education, Children's Services and Skills (Ofsted) had faced criticism since at least 2008, as a threat to social learning.[26][27]

A 2010 article in the U.K.-based TES described Core Knowledge as a "kind of national curriculum" that outlines Hirsch's ideas on what "children should know in English language and literature, history, geography, maths, science, music, and art".[28]

Fellowships, awards and memberships[]

Hirsch has been awarded several fellowships and honors, including the Fulbright Fellowship (1955), the Morse Fellowship (1960), the Guggenheim Fellowship (1964), the Explicator Prize (1965), the NEA Fellowship (1970), the NEH Senior Fellowship (1971–71), the Wesleyan University Center for the Humanities Fellowship (1973), the Princeton University Fellowship in the Humanities (1977), and the Center for Advanced Study in the Behavioral Sciences Fellowship at Stanford University (1980–81).

At the University of Virginia he was Linden Kent Memorial Professor of English Emeritus, in addition to Professor of Education and Humanities.[29]

He has received honorary degrees from Rhodes College and Williams College.

He is a member of the American Academy of Arts and Sciences, and a board member of the Albert Shanker Institute. He lives in Charlottesville, Virginia.

Works[]

  • Wordsworth and Schelling (1960)
  • Innocence and Experience: An Introduction to Blake (1964)
  • Validity in Interpretation (Yale University Press, 1967) JSTOR j.ctt32bd9k
  • The Aims of Interpretation (1976)
  • The Philosophy of Composition (1977)
  • Cultural Literacy: What Every American Needs to Know (1987)
  • The Dictionary of Cultural Literacy (1988)
  • The Schools We Need: And Why We Don't Have Them (1996)
  • The Validity of Allegory in Convegno internazionale sul tema ermeneutica e critica (1996)
  • The New Dictionary of Cultural Literacy: What Every American Needs to Know by E. D. Hirsch, Joseph F. Kett and James Trefil (2002)
  • The Knowledge Deficit: Closing the Shocking Education Gap for American Children (2006)
  • The Making of Americans: Democracy and Our Schools (2010)
  • Why Knowledge Matters (2016)
  • How to Educate a Citizen: The Power of Shared Knowledge to Unify a Nation (2020)

See also[]

Notes[]

  1. ^ By the time her 2016, reprint of her best-selling book was published, Ravitch had become disillusioned with Bill & Melinda Gates Foundation's Common Core initiative that had produced presented a "comprehensive, coherent sequence of thematic curriculum units connecting the skills outlined in the CCSS with suggested student objectives, texts, activities, and much more (Schneider 2019) becoming disillusioned by the Gates’-funded Common Core. She said the "fundamental error of the Common Core standards is that they were written by a small group of people without the involvement of classroom teachers and scholars in the respective fields. They were written with remarkable speed but without any public review process. There were no means by which to revise them after they were published. States could add up to 15 percent additional content, but could subtract or change nothing. It was a missed opportunity to do it right. The toxicity of the Common Core standards persuaded me that it is fruitless to rely on national curriculum standards as a solution to education problems."Ravitch, Diane (2016) [2010]. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (3rd ed.).

References[]

  1. ^ Jump up to: a b c Hayward, Karen; Pannozzo, Linda; Colman, Ronald (August 2007). Literature review (PDF) (Report). Developing indicators for the educated populace domain of the Canadian index of wellbeing background information. Atkinson Charitable Foundation. Retrieved March 31, 2021.
  2. ^ Jump up to: a b c Liu, Eric (July 3, 2015). "The 10 Things That Every American Should Know". The Atlantic. Retrieved March 31, 2021.
  3. ^ Jump up to: a b E.D. Hirsch Jr., Encyclopædia Britannica, March 9, 2013, retrieved February 2, 2015
  4. ^ Jump up to: a b c Klausen, Søren Harnow (April 2017). "Levels of Literary Meaning". Philosophy and Literature. 41 (1). ISSN 0190-0013.
  5. ^ Jump up to: a b c d e f g h i Hitchens, Christopher (May 13, 1990). "Why we don't know what we don't know just ask E. D. Hirsch". The New York Times. Charlottesville, Virginia. ISSN 0362-4331. Retrieved April 1, 2021.
  6. ^ Jump up to: a b Lake Georgia, Robert L. (2015). "Curriculum imagination as subject matter". In He, Ming Fang; Schultz, Brian D.; Schubert, William H. (eds.). The Sage Guide to Curriculum in Education (PDF). Sage. ISBN 978-1-4522-9224-3.
  7. ^ Jump up to: a b Wimsatt, W. K.; Beardsley, M. C. (1946). "The Intentional Fallacy". The Sewanee Review. 54 (3): 468–488. ISSN 0037-3052. JSTOR 27537676. Retrieved March 31, 2021.
  8. ^ Schneider, Mercedes (October 6, 2019). "A Great Minds (Common Core, Inc.) History: Eureka Math, Wit & Wisdom, and More".
  9. ^ Bloom, Allan David (1987). The Closing of the American Mind. Simon and Schuster. ISBN 978-0-671-47990-9.
  10. ^ Jump up to: a b c d Tyre, Peg (September 2014), "I've Been a Pariah for So Long", Politico Magazine, retrieved February 2, 2015
  11. ^ Jump up to: a b Hirsch, E. D. (July 20, 2006) [1999]. "Romancing the Child". Education Next. Retrieved April 1, 2021.
  12. ^ Kohn, Alfie (1999). The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards". Boston, MA: Houghton Mifflin. Retrieved April 1, 2021.
  13. ^ What Your __ Grader Needs to Know, Core Knowledge Foundation, retrieved February 6, 2015
  14. ^ The official partnership in the UK
  15. ^ Jump up to: a b Pondiscio, Robert (September 4, 2014), "Connecting the dots: E. D. Hirsch Jr., and Common Core", Common Core Watch Blog, retrieved February 7, 2015
  16. ^ Jump up to: a b c d Stern, Sol (Autumn 2009). "E.D. Hirsch's Curriculum for Democracy: A content-rich pedagogy makes better citizens and smarter kids". City Journal. Vol. 19 no. 4.
  17. ^ Jump up to: a b Bowler, Mike (December 28, 1999), "Knowledge, front and center - Curriculum: An English professor's vision has produced educated children -- and an education controversy lasting two decades", The Baltimore Sun, retrieved February 2, 2015
  18. ^ Jump up to: a b c Moore, Terrence O. (June 21, 2010), "The Making of an Educational Conservative", Claremont Review of Books, X (2)
  19. ^ Edwards, Jason R. (April 13, 2009). "E.D. Hirsch Jr.: The Twentieth Century's Liberal Conservative Educator". The Center for Vision and Values and the Institute for Faith and Freedom, Grove City College. Retrieved April 1, 2021.
  20. ^ Traub, James (May 9, 1999). "Beyond the Three R's: Howard Gardner defends his 'multiple intelligence' movement". The Times Magazine. Retrieved February 2, 2015.
  21. ^ Reviewing The Knowledge Deficit, Education Sector at American Institutes for Research, April 4, 2007, archived from the original on June 27, 2015, retrieved February 2, 2015
  22. ^ Jump up to: a b Abrams, Fran (October 15, 2012). "US idea of 'cultural literacy' and key facts a child should know arrives in UK". The Guardian. Retrieved 2 February 2015.
  23. ^ Abrams, Fran (October 25, 2012). "Cultural literacy: Michael Gove's school of hard facts". BBC News. Retrieved April 1, 2021.
  24. ^ "Gove allies say 'Sixties-mired' Ofsted should be scrapped". The Times. London. 24 January 2014. Retrieved 13 April 2014.
  25. ^ Philip Johnston (7 April 2014). "A close encounter with the property boom". Daily Telegraph. Retrieved 13 April 2014.
  26. ^ Curtis, Polly (November 17, 2008). "Social learning schools threatened by Ofsted, critics say". The Guardian. Retrieved 2 February 2015.
  27. ^ Prynne, Miranda (January 26, 2014), "Ofsted chief 'spitting blood' over right-wing attacks", The Telegraph
  28. ^ Ward, Helen (22 October 2010), "Controversial US 'core knowledge' textbooks brought to UK schools", TES Newspaper, retrieved 2 February 2015
  29. ^ "Off the Shelf: E.D. Hirsch" (Press release). University of Virginia. November 3, 2009. Retrieved February 6, 2015.

Publications by Hirsch and the Core Knowledge Foundation[]

  1. ^ E.D. Hirsch Jr., Core Knowledge, retrieved February 2, 2015
  2. ^ What Your __ Grader Needs to Know, Core Knowledge Foundation, retrieved February 6, 2015
  3. ^ Hirsch, E. D (1960). Wordsworth and Schelling, a typological study of romanticism. New Haven: Yale University Press.
  4. ^ Hirsch, Eric Donald (1964). Innocence and Experience: An Introduction to Blake. Yale University Press.
  5. ^ Jump up to: a b c d Hirsch, Eric Donald (1996) [1967]. Validity in Interpretation. Yale University Press. ISBN 978-0-300-15739-0.
  6. ^ Hirsch, Eric Donald; Kett, Joseph F.; Trefil, James S. (1988). The Dictionary of Cultural Literacy. Houghton Mifflin. ISBN 978-0-395-43748-3.
  7. ^ Hirsch, Eric Donald (1987). Cultural Literacy: What Every American Needs to Know. ISBN 978-0-394-75843-5.
  8. ^ Jump up to: a b Hirsch, Eric Donald (1996). The Schools We Need and why We Don't Have Them. Doubleday. ISBN 978-0-385-48457-2.
  9. ^ The UK Core Knowledge Sequence.
  10. ^ Jump up to: a b Learn About Core Knowledge Schools, Core Knowledge Foundation, retrieved February 3, 2015
  11. ^ Jacobson, Linda, Core Knowledge Schools, GreatSchools.org, retrieved February 3, 2015
  12. ^ Who We Are, Core Knowledge, retrieved February 2, 2015

Further reading[]

Criticism

External links[]

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