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Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献
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The influence of children’s age, and parents’ and children’s gender on parents’ attributions and emotional and behavioral
responses to their children’s successful and unsuccessful social and academic outcomes, was investigated. Seventy-six dual-parent
families (mothers and fathers) of fifth (n=28), eighth (n=23), and eleventh grade (n=25) children participated. The results of this study suggest that from fifth grade on, at least, the ways parents explain
the causes of and respond to their children’s social behavior and academic outcomes involves a complex interaction of children’s
age, children’s gender, parents’ gender, domain, and outcome. Results are discussed in terms of children’s socialization.
This paper is based in part on a master’s thesis at Clark University by the first author. An earlier version of this paper
was presented at the annual meeting of the Eastern Psychological Association, Providence, RI, April 1994. The authors would
like to thank the parents, teachers, and school administrators of Holden and Auburn, Massachusetts, who participated in this
project. We would also like to thank Kristen Rotis and Leslie Edwards for their tireless help in revising and preparing the
questionnaires, and for entering data for this project. 相似文献