造就美国人：赫什教育思想研究
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摘要
1983年,美国高质量教育委员会认为,国家处于危机中,教育改革势在必行。但是,来自弗吉尼亚大学的赫什(E. D. Hirsch, Jr.)认为,美国之后的教育改革并未取得明显成效,教育中的三个问题：质量问题、平等问题和教育之于民主社会的关键作用问题并未得到解决。赫什指出,美国教育失败的根本在于教育理念的失败,也就是说,形式主义、浪漫主义主导的教育思想是美国教育危机的根源。如何解决这三个问题,赫什提出了文化素养、后来称为核心知识的改革思想和实验,在美国取得了非常大的成功,也引起了很多的争议。
本研究将对赫什教育思想系统考察,具体分为以下几个部分：
论文以“导论”作为第一章开篇,说明了本研究的缘起,对相关研究赫什教育思想和实践的文献进行了综述,借助杜普伊斯与阿普尔对于教育新保守主义的理解简要介绍了教育新保守主义,并阐述了赫什的教育转向以及其教育代表作。
第二章“赫什教育思想的中心：文化素养”,首先阐释了作为赫什教育思想中心的文化素养概念：文化素养是处于每个人所具有的日常知识水平之上,专家水平之下的中等层次的共享知识,它具有国家性、共享性、全民性、模糊性、相对稳定性,是民主社会成功交流的保障；然后论述了赫什从心理学和心理语言学的研究的角度对文化素养与能力的关系进行的证明,最后,探讨了赫什对学校在传递文化方面的功能的论证。
第三章“赫什对美国‘教育思想界’的批判”,着重探讨了赫什对导致美国教育失败的教育理论的分析和批判,其中涉及美国教育中的形式主义、浪漫主义、地方主义以及反智主义。
第四章“赫什的新保守主义的教育理想”,阐释了赫什政治自由主义和教育保守主义的教育主张：美国民主的保障在于传递共同知识的公共学校；政治自由的途径在于教育保守主义；核心知识课程是解决美国基础教育危机的关键所在；保守的多元文化主义。
第五章“核心知识课程的实验及评价”,阐述了赫什基于自己教育思想所开展的带有传统性、强调共享知识的新保守主义的核心知识运动,说明了核心知识基金会在核心知识运动中重要推动作用,分析了核心知识课程及其实施,阐释了核心知识课程实施的评价及其运动的进一步发展。
第六章“批判与比较”,首先阐述了认可进步主义教育思想的批判教育学家对赫什教育思想的激烈批判,吉鲁、阿罗诺维兹、阿普尔、布拉斯从政治的、社会的以及多元主义的视角对赫什的教育思想进行了切实地批判；其次将赫什的教育思想与曾经也强调内容和结构的布鲁纳进行了比较,二人都关注文化和内容对教育的意义,但布鲁纳晚年更注重方法和学生的文化经验的重要性；最后与强调教育保守性的阿伦特进行了比较,两者虽然总体上都是教育保守主义和政治自由主义者,但阿伦特把教育定位于私人领域,而赫什则把教育置于公共领域。
第七章“结语”,结合赫什的解释学的思想,对赫什的教育思想、局限性进行总结和引申。赫什合理地指出,民主社会的存续乃至社会中个体的成功都取决于一种共享的核心知识或文化素养,造就拥有核心知识的美国人是美国公共教育的根本任务。其对教育社会功能的新保守主义的捍卫具有某种常识性,因而值得所有的民主社会镜鉴。
In1983, the National Commission on Excellence in Education produced the report titled A Nation at Risk:the Imperative for Education Reform. The views of E. D. Hirsch, Jr. from the University of Virginia are the following education reforms after that report have not worked evidently and that the3questions in education which would be quality、 equity and the role of education in democracy have still been unresolved. Hirsch considers that the failed educational theories such as Romanticism、 Formalism, etc could be the cause of the continued educational failure in America. As Hirsch's solutions to the3unsettled questions, the Cultural Literacy, later called Core Knowledge ideas and reform Hirsch has been proposed leads to a great success and controversy.
This thesis will be a systematic study on Hirsch's educational thoughts. It includes the following parts:
The thesis begins with an introduction, stating reviews of related domestic and international literature for his educational theories and practice discussing the importance and necessity of the research and introducing briefly the neo-conservatism in education in Adrian Dupuis and Michael W. Apple's understandings. Based on Hirsch's writings, this chapter states his turning from literature to education.
The second chapter, titled with "the central of Hirsch's educational thoughts:cultural literacy", firstly explains cultural literacy:cultural literacy lies above the everyday levels of knowledge that everyone possesses and below the expert levels known only to specialists. It is of the nation, of the whole people、 shared‘. vague、relatively stable and the ensuring of effective communication in democracy. This chapter secondly elaborates the relation between cultural literacy and skills concerned by Hirsch and finally discusses Hirsch's argument of schooling's role in transmitting culture.
The third chapter discusses Hirsch's analyses and critiques for the failed educational theories, including Formalism、 Romanticism、 Localism and Anti-Intellectualism.
Hirsch's educational propositions of liberalism in politics and conservatism in education are expressed and discussed in the fourth chapter from4aspects:(1) the ensuring of America democracy lies in public education of transmitting common knowledge;(2)conservatism in education is the path to freedom in politics;(3)core knowledge curriculum is the key point in solving America education crises;(4)conservative multiculturalism.
The fifth chapter discusses Hirsch's core knowledge movement with neo-conservatism color emphasizing shared knowledge based on his educational thoughts, illustrating the positive role of Core Knowledge Foundation, analyzing the implementation and evaluation of core knowledge curriculum as well as the movement's further development.
The sixth chapter,"critique and comparison", firstly discusses the violent critique from scholars in critical pedagogy, including Henry A. Giroux、Stanley Aronowitz、 Apple. W. Michael、 Kristen L.Buras, who criticize Hirsch's educational thoughts in political、 social and multicultural perspective. Then Hirsch's educational thoughts are compared with Bruner who also emphasized content and the structure of discipline. Bruner, however, in his later years, has been highlighted the methods and the cultural experiences of children. Finally Arent's educational ideas stressing conservatism in education are compared with Hirsch's, Arent referring to education as private fields while Hirsch public fields.
With Hirsch's hermeneutics, the last part of the thesis summarizes and extends Hirsch's educational thoughts and some weaknesses of them. Hirsch rationally put forwards the views that the survival of democracy and individual success in democracy depend on shared common knowledge or cultural literacy and that the making of Americans possessing core knowledge is the basic task of America public education. That Hirsch defends with neo-conservatism color education as social function is somewhat of common sense, which is worthy of understanding and using for reference.
本研究将对赫什教育思想系统考察,具体分为以下几个部分：
论文以“导论”作为第一章开篇,说明了本研究的缘起,对相关研究赫什教育思想和实践的文献进行了综述,借助杜普伊斯与阿普尔对于教育新保守主义的理解简要介绍了教育新保守主义,并阐述了赫什的教育转向以及其教育代表作。
第二章“赫什教育思想的中心：文化素养”,首先阐释了作为赫什教育思想中心的文化素养概念：文化素养是处于每个人所具有的日常知识水平之上,专家水平之下的中等层次的共享知识,它具有国家性、共享性、全民性、模糊性、相对稳定性,是民主社会成功交流的保障；然后论述了赫什从心理学和心理语言学的研究的角度对文化素养与能力的关系进行的证明,最后,探讨了赫什对学校在传递文化方面的功能的论证。
第三章“赫什对美国‘教育思想界’的批判”,着重探讨了赫什对导致美国教育失败的教育理论的分析和批判,其中涉及美国教育中的形式主义、浪漫主义、地方主义以及反智主义。
第四章“赫什的新保守主义的教育理想”,阐释了赫什政治自由主义和教育保守主义的教育主张：美国民主的保障在于传递共同知识的公共学校；政治自由的途径在于教育保守主义；核心知识课程是解决美国基础教育危机的关键所在；保守的多元文化主义。
第五章“核心知识课程的实验及评价”,阐述了赫什基于自己教育思想所开展的带有传统性、强调共享知识的新保守主义的核心知识运动,说明了核心知识基金会在核心知识运动中重要推动作用,分析了核心知识课程及其实施,阐释了核心知识课程实施的评价及其运动的进一步发展。
第六章“批判与比较”,首先阐述了认可进步主义教育思想的批判教育学家对赫什教育思想的激烈批判,吉鲁、阿罗诺维兹、阿普尔、布拉斯从政治的、社会的以及多元主义的视角对赫什的教育思想进行了切实地批判；其次将赫什的教育思想与曾经也强调内容和结构的布鲁纳进行了比较,二人都关注文化和内容对教育的意义,但布鲁纳晚年更注重方法和学生的文化经验的重要性；最后与强调教育保守性的阿伦特进行了比较,两者虽然总体上都是教育保守主义和政治自由主义者,但阿伦特把教育定位于私人领域,而赫什则把教育置于公共领域。
第七章“结语”,结合赫什的解释学的思想,对赫什的教育思想、局限性进行总结和引申。赫什合理地指出,民主社会的存续乃至社会中个体的成功都取决于一种共享的核心知识或文化素养,造就拥有核心知识的美国人是美国公共教育的根本任务。其对教育社会功能的新保守主义的捍卫具有某种常识性,因而值得所有的民主社会镜鉴。
In1983, the National Commission on Excellence in Education produced the report titled A Nation at Risk:the Imperative for Education Reform. The views of E. D. Hirsch, Jr. from the University of Virginia are the following education reforms after that report have not worked evidently and that the3questions in education which would be quality、 equity and the role of education in democracy have still been unresolved. Hirsch considers that the failed educational theories such as Romanticism、 Formalism, etc could be the cause of the continued educational failure in America. As Hirsch's solutions to the3unsettled questions, the Cultural Literacy, later called Core Knowledge ideas and reform Hirsch has been proposed leads to a great success and controversy.
This thesis will be a systematic study on Hirsch's educational thoughts. It includes the following parts:
The thesis begins with an introduction, stating reviews of related domestic and international literature for his educational theories and practice discussing the importance and necessity of the research and introducing briefly the neo-conservatism in education in Adrian Dupuis and Michael W. Apple's understandings. Based on Hirsch's writings, this chapter states his turning from literature to education.
The second chapter, titled with "the central of Hirsch's educational thoughts:cultural literacy", firstly explains cultural literacy:cultural literacy lies above the everyday levels of knowledge that everyone possesses and below the expert levels known only to specialists. It is of the nation, of the whole people、 shared‘. vague、relatively stable and the ensuring of effective communication in democracy. This chapter secondly elaborates the relation between cultural literacy and skills concerned by Hirsch and finally discusses Hirsch's argument of schooling's role in transmitting culture.
The third chapter discusses Hirsch's analyses and critiques for the failed educational theories, including Formalism、 Romanticism、 Localism and Anti-Intellectualism.
Hirsch's educational propositions of liberalism in politics and conservatism in education are expressed and discussed in the fourth chapter from4aspects:(1) the ensuring of America democracy lies in public education of transmitting common knowledge;(2)conservatism in education is the path to freedom in politics;(3)core knowledge curriculum is the key point in solving America education crises;(4)conservative multiculturalism.
The fifth chapter discusses Hirsch's core knowledge movement with neo-conservatism color emphasizing shared knowledge based on his educational thoughts, illustrating the positive role of Core Knowledge Foundation, analyzing the implementation and evaluation of core knowledge curriculum as well as the movement's further development.
The sixth chapter,"critique and comparison", firstly discusses the violent critique from scholars in critical pedagogy, including Henry A. Giroux、Stanley Aronowitz、 Apple. W. Michael、 Kristen L.Buras, who criticize Hirsch's educational thoughts in political、 social and multicultural perspective. Then Hirsch's educational thoughts are compared with Bruner who also emphasized content and the structure of discipline. Bruner, however, in his later years, has been highlighted the methods and the cultural experiences of children. Finally Arent's educational ideas stressing conservatism in education are compared with Hirsch's, Arent referring to education as private fields while Hirsch public fields.
With Hirsch's hermeneutics, the last part of the thesis summarizes and extends Hirsch's educational thoughts and some weaknesses of them. Hirsch rationally put forwards the views that the survival of democracy and individual success in democracy depend on shared common knowledge or cultural literacy and that the making of Americans possessing core knowledge is the basic task of America public education. That Hirsch defends with neo-conservatism color education as social function is somewhat of common sense, which is worthy of understanding and using for reference.
引文
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1 http://www.s-h-a.org/sha coreknowledqe.pdf,2012-10-20.
2 http://www.coreknowledqe.orq/sequence,2012-10-20.
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1 这是一张词汇图表的例子,左边一列是关键词汇,右边一列对应的是用几个词或短语对关键词汇的定义解释.
2 附录A是一张中国地图.
1 介绍说明造纸程序步骤的文本。
2 文本提供了8句话用以简单说明丝绸制作过程,让儿童用画图的方式在8句话的下方的8个方框内画图展示丝绸的制作过程
3 对儿童制作纸张的结果和画图展示丝绸制作过程进行分级评价。造纸：展示了造纸步骤的知识,0-5分；最终的制作物像纸张,0-5分。丝绸制作：通过画的图展示了对丝绸制作过程的理解,0-5分；按照丝绸的制作顺序画的图,0-5分。
1 印有龙的图案的纸张.
2 介绍中国灯笼制作步骤的文本.
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1 这是一张词汇图表的例子,左边一列是关键词汇,右边一列对应的是用几个词或短语对关键词汇的定义解释.
2 附录A是一张中国地图.
1 介绍说明造纸程序步骤的文本。
2 文本提供了8句话用以简单说明丝绸制作过程,让儿童用画图的方式在8句话的下方的8个方框内画图展示丝绸的制作过程
3 对儿童制作纸张的结果和画图展示丝绸制作过程进行分级评价。造纸：展示了造纸步骤的知识,0-5分；最终的制作物像纸张,0-5分。丝绸制作：通过画的图展示了对丝绸制作过程的理解,0-5分；按照丝绸的制作顺序画的图,0-5分。
1 印有龙的图案的纸张.
2 介绍中国灯笼制作步骤的文本.
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