E. D. ハーシュの「文化的リテラシー」論に関する一考察 : Core Knowledge Foundationの実践分析を通して
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概要
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This Paper aims to examine the essential feature of the theory of E. D. Hirsch's "Cultural Literacy", which has developed in the United States of America since 1983. "Cultural Literacy" means the "traditional literate knowledge and the information that literate Americans share". In order to approach this subject, this paper focuses on the analysis of the lesson plans, which was practiced by Core Knowledge Foundation in 2000. Core Knowledge Foundation is an independent non-profit organization founded in 1986 by Hirsch. First, this paper shows the points of the arguments against the theory of "Cultural Literacy", from the viewpoint of teaching method. As to the content of "Cultural Literacy", it is criticized for eliminating cultural diversity, since it insists on national identity and cohesion. On the method, it is considered that Hirsch prevents educators from helping students acquire mode of critical analysis owing to rote-memorization. It is said that "Cultural Literacy", or a mainstream approach to pedagogy is unable to develop "Critical Literacy". Hirsch, however, objects to these arguments. As a matter of fact, he does not exclude cultural diversity. He asserts that "Cultural Literacy" represents the tradition of pluralism in the United States of America. He also suggests that critical-thinking skills should always be predicated on relevant knowledge: one cannot think critically unless one has a lot of relevant knowledge about the issue at hand. According to him, to oppose critical-thinking and knowledge is a profound empirical mistake. Then, this paper analyses the lesson plans of Core Knowledge Foundation. In the lesson plans, the essence of Hirsch's intention is revealed. Lastly, this paper explains that critical-reading skills should be developed with acquiring common knowledge in the national literate culture.
- 日本教育方法学会の論文
- 2002-03-31
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