Summary Of Preface To Cultural Literacy
E.D. Hirsch Jr‘s “Preface to Cultural Literacy” stresses the importance of facing the dilemma of cultural illiteracy of mostly underprivileged children and everyone in our society (33). He urges the educational and literate community to comprehend the natural laws that deem it necessary for society’s underprivileged youth to “remain in the same social and educational condition as their parents” (33). Hirsch asserts, “Cultural literacy constitutes the only sure avenue of opportunity for disadvantaged children” (33). He calls on the educational and literate community to propose a change to the fifty year old “fragmented curriculum based on faulty educational theories” (33). Because Hirsch highlights the strengths and weaknesses in the pedagogic
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He expresses a disappointment in youth educational institutions by criticizing the schools for the unchanged “social and educational conditions” of children that come out of the educational system (33). Hirsch declares that underprivileged children should be able to break the cycle of deprivation and illiteracy as long as the schools are willing to break from a half a century inflexible and flawed program of study (33). He mentions the instructional principles of Jean Jacques Rousseau, John Dewey, and Plato and reveals the inadequacies that still control the educational system in the Unites States (34). Hirsch recommends a change to the educational philosophies that govern our schools and proposes an alternative to ensure an effective method to the “mature literacy” of all members of society …show more content…
He recommends a reformative alternative called the “anthropological theory of education” which is based on “acculturation, the transmission to children of the specific information shared by the adults of the group or polis” (35). In relation to Hirsch, Plato expressed a similar view on the transfer of detail-rich material in the early stages of education however; he disclosed reservations on the level of detail distributed to the youth (35). Hirsch links the mindset of the theorists with current world situations. He exposes the mortal flaw of intellectuals to oversimplify and their inability to be clairvoyant (35). In addition, he urges his audience to understand that during the formulation of these philosophies, the theorists did not consider the future applications of their concepts in society
He expresses a disappointment in youth educational institutions by criticizing the schools for the unchanged “social and educational conditions” of children that come out of the educational system (33). Hirsch declares that underprivileged children should be able to break the cycle of deprivation and illiteracy as long as the schools are willing to break from a half a century inflexible and flawed program of study (33). He mentions the instructional principles of Jean Jacques Rousseau, John Dewey, and Plato and reveals the inadequacies that still control the educational system in the Unites States (34). Hirsch recommends a change to the educational philosophies that govern our schools and proposes an alternative to ensure an effective method to the “mature literacy” of all members of society …show more content…
He recommends a reformative alternative called the “anthropological theory of education” which is based on “acculturation, the transmission to children of the specific information shared by the adults of the group or polis” (35). In relation to Hirsch, Plato expressed a similar view on the transfer of detail-rich material in the early stages of education however; he disclosed reservations on the level of detail distributed to the youth (35). Hirsch links the mindset of the theorists with current world situations. He exposes the mortal flaw of intellectuals to oversimplify and their inability to be clairvoyant (35). In addition, he urges his audience to understand that during the formulation of these philosophies, the theorists did not consider the future applications of their concepts in society