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The Knowledge Deficit: Closing the Shocking Education Gap for American Children Paperback – 1 Apr 2007

4.0 out of 5 stars 5 customer reviews

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Product details

  • Paperback: 169 pages
  • Publisher: Houghton Mifflin; Reprint edition (April 2007)
  • Language: English
  • ISBN-10: 0618872256
  • ISBN-13: 978-0618872251
  • Product Dimensions: 14 x 1.3 x 21 cm
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (5 customer reviews)
  • Amazon Bestsellers Rank: 95,493 in Books (See Top 100 in Books)
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Review

"On many fronts, Hirsch's book challenges the conventional educational wisdown. Parents ought to check it out." --Rocky Mountain News

"ÝA¨ powerful argument . . . ÝHirsch's¨ well-reasoned, common-sense proposals address a vital issue, and his book provides a valuable addition to the debate on public policy in education." --Richmond Times-Dispatch

"If we did what E.D. Hirsch said, and made sure that all students, regardless of race, income, or neighborhood, were exposed to a rich, challenging, sequenced curriculum in important subjects, schools could make a much bigger difference than they already do." --Ed McElroy, president, American Federation of Teachers

"[A] powerful argument . . . [Hirsch's] well-reasoned, common-sense proposals address a vital issue, and his book provides a valuable addition to the debate on public policy in education." --Richmond Times-Dispatch

"An important message, eloquently expressed." --Steven Pinker, Johnstone Family Professor of Psychology, Harvard University, and author of The Language Instinct and How the Mind Works
"If we did what E.D. Hirsch said, and made sure that all students, regardless of race, income, or neighborhood, were exposed to a rich, challenging, sequenced curriculum in important subjects, schools could make a much bigger difference than they already do." --Ed McElroy, president, American Federation of Teachers
"[Hirsch] wants to reverse the current emphasis on reading as a mechanical process and replace it with content-rich curriculum that will turn all children into knowledgeable readers. It's a worthy goal for our schools in an increasingly competitive globalized world." New York Post
"On many fronts, Hirsch's book challenges the conventional educational wisdown. Parents ought to check it out." --Rocky Mountain News
"[A] powerful argument . . . [Hirsch's] well-reasoned, common-sense proposals address a vital issue, and his book provides a valuable addition to the debate on public policy in education." --Richmond Times-Dispatch

About the Author

E.D. Hirsch, Jr. is the Linden Kent Memorial Professor of English at the University of Virginia, Charlottesville, and the author of Cultural Literacy, The First Dictionary of Cultural Literacy, and The Core Knowledge Series. Dr. Hirsch is a fellow of the American Academy of Arts and Sciences, and has been a senior fellow of the National Endowment for the Humanities. He is president of the Core Knowledge Foundation, a nonprofit organization devoted to educational reform.


Customer Reviews

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Format: Paperback
Education Secretary Michael Gove is a big fan of Professor Hirsch, and he is making an attempt to restore knowledge to the curriculum. This is sorely needed: as an example of how our curriculum has been gutted by the enthusiasts for "21st century skills", History GCSEs do not require pupils to know anything about the past. Exam papers will contain original historical documents, and pupils are expected to demonstrate why the author might be biased. It's pretty simple, really: all you have to know is that people generally interpret events to reflect their world-view and their self-interest. And since almost all of the documents on the exam papers were written by establishment figures, you know that they will be up to no good.

Another way of looking at it: my first stab at getting a degree was in the 1960s, when schools still assumed that academic disciplines required knowing a lot of facts and understanding abstract concepts particular to the discipline. In the evenings we used to sit around the Student Union passionately arguing about everything under the sun, including what we were studying in our courses. Fast-forward to 1990, when I finally had enough time to take a degree. All of the kids who came to uni straight from A-levels--where they were presumably taught all kinds of 'critical thinking skills'--could seldom be persuaded to contribute to seminars. At breaks they talked about what they had seen on TV the night before.

Hirsch makes a powerful case for restoring knowledge and understanding to the curriculum. A teacher I know recently told me that "The drift away from content has become so pronounced in recent years that many young and 'successful' teachers find it laughable that we might want to reinstate knowledge and understanding as the central tenet of education."
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Excellent product which was quickly dispatched.
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Very interesting argument for a newly contentious and famous (in narrow education circles) essaying and cultural critic. I found lots to agree with here, although some of the attendant solutions being peddled in his name are less satisfying!
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Hirsch's basic premise is that the curriculum should be more more specified than it is in terms of what pupils learn (content)han how they learn (skills). It is very much about US education and much of what he wants (but not all) would be met by the British National Curriculum. I made the mistake of trying to read two of his books but they basically make the same point in different ways.
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The Knowledge deficit... yes it is a very interesting theory and has lots of back up evidence to support the theory
Is it only for US STUDENT TEACHERS ... PRACTICAL APPLICATIONS FOR WIDER TEACHING AND EDUCATIONAL Readers could be limited.
EDHirsch goes on to do very well with this approach and subsequently becomes influential in Uk educational process but does this easily transfer to Uk model??????????????????????????????
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