Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.
The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.
Why Knowledge Matters introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
|Publisher:||Harvard Education Press|
|Sold by:||Barnes & Noble|
|File size:||951 KB|
About the Author
E. D. Hirsch, Jr. is the founder of the Core Knowledge Foundation.
Table of Contents
Prologue The Tyranny of Three Ideas 1
Chapter 1 The Invalid Testing of Students 15
Chapter 2 The Scapegoating of Teachers 35
Chapter 3 Preschool and the Persistence of Fadeout 43
Chapter 4 The Dilution of the Elementary Curriculum 61
Chapter 5 The Persistence of Achievement Gaps 91
Chapter 6 The Tribulations of the Common Core 103
Chapter 7 The Educational Fall of France 131
Chapter 8 The Knowledge-Based School 159
Epilogue Breaking Free 185
Appendix I The Origins of Natural-Development Theories of Education 193
Appendix II Translations of French Reports 209
Appendix III The Japanese Early Science Curriculum 213
About the Author 261