Editorial Reviews -
The Making of Americans
The Washington Post - Jay Mathews
In this intriguing, irresistible book, Hirsch tells of life as the odd man out at the University of Virginia…Those who consider Hirsch an aged crank who wants to stuff public schools into a jingoistic straitjacket should read this book. So should those who think our children need more and better instruction in their historical and literary roots. He lays it all out for foe and friend to judge, in the clearest form since his ground-breaking 1987 book, Cultural Literacy.
Publishers Weekly
Hirsch's 1987 bestseller, Cultural Literacy, generated an intense debate over its proposals for education reform, namely that all schools should teach a standard core curriculum—the information every American should be equipped with in order to participate in the national cultural life (e.g., everyone should understand the term “Achilles heel”; know who said, “To be or not to be” or who wrote the Gettysburg Address). Hirsch's new book fine-tunes his philosophy while rebutting the criticism that “cultural literacy” fostered a conservative “white” curriculum that didn't take into account the learning styles and knowledge base of minority groups. Although must reading for educators, the book undoubtedly will reignite the earlier controversy. For example, Hirsch questions the wisdom of charter schools and educational vouchers, insisting that a “trans-ethnic” common educational experience can be had only in public schools attended by rich and poor together. However, in the context of the continuing shortcomings of American education and armed with the support of prominent educators, Hirsch once again challenges the prevailing “child-centered” philosophy, championing a return to a “subject-centered” approach to learning. (Sept.)
American Scholar
". . . Hirsch builds on [his] earlier work and widens the lens to connect his ideas on education reform to the fundamental rationales for our system of public schools in the United States. . . . American education would be far better off if leaders heeded Hirsch''s sound advice to restore a common-core curriculum."—Richard D. Kahlenberg, The American Scholar.
— Richard D. Kahlenberg
Claremont Review of Books
“Beyond linking acquired knowledge to viability in the work place. . . [Hirsch] attempts to reclaim public schooling as a fundamental part of the political project embarked upon by the founders and continued by Lincoln.”--Terrence O. Moore, Claremont Review of Books
— Terrence O. Moore
Independent Publisher Book Award
Silver Medal Winner for the 2010 Independent Publisher Book Awards in the Education/Academic/Teaching category
Education Next
“E. D. Hirsch has contributed what is to me the most persuasive idea of the past half century on how to improve the performance of American education.”--Nathan Glazer, Education Next
— Nathan Glazer
Books & Culture
“E. D. Hirsch is an antidote to our culture wars, our polarization, our taste for demagoguery, our feel-goodism. Reading him always reminds me of this country''s great potential. That is what makes him such a great American.”--Alan Wolfe, Books & Culture
— Alan Wolfe
Boston Globe
"Based on research in cognitive studies and results from ''core knowledge'' schools, Hirsch''s case is clear and compelling. His book ought to be read by anyone interested in the education and training of the next generation of Americans."—Glenn C. Altschuler, The Boston Globe
— Glenn C. Altschuler
Washington Post Book World
Selected as one of the Best Books of 2009 in the Society and Culture category, Jay Mathews, Washington Post Book World
— Best Books of 2009
Library Journal
Controversial educational theorist Hirsch (Cultural Literacy: What Every American Needs To Know) returns, here arguing that a single radical reform—the return to a nationally standardized K-6 curriculum—will fix what ails the modern educational system. He notes that decades of permissive educational strategies have left Americans without a foundation of common knowledge to build upon. At home, test scores have steadily declined, and abroad we rank in the bottom quartile of OECD (Organization for Economic Co-Operation and Development) countries. Since high academic achievement is demonstrably related to reading comprehension and thus to a functional body of general knowledge, argues Hirsch, conveying that general knowledge should be a precursor to all other learning. He also envisions such a curriculum as a great equalizer for the multitudes of people who make up the United States. VERDICT Hirsch's tone is conversational but authoritative, and he deftly elucidates the issues at hand in an engaging manner for a general audience. His book will give engaged educators and concerned parents—whether or not they agree with him—a lot to discuss.—Robert Perret, Univ. of Idaho Lib., Moscow
