{"id":340,"date":"2008-02-18T09:44:43","date_gmt":"2008-02-18T13:44:43","guid":{"rendered":"http:\/\/www.geneveith.com\/actually-teaching-content\/_340\/"},"modified":"2008-02-18T09:44:43","modified_gmt":"2008-02-18T13:44:43","slug":"actually-teaching-content","status":"publish","type":"post","link":"https:\/\/www.patheos.com\/blogs\/geneveith\/2008\/02\/actually-teaching-content\/","title":{"rendered":"Actually teaching CONTENT"},"content":{"rendered":"\n<\/head>

The notable scholar E. D. Hirsch is offering a radical new proposal: \u00a0That schools actually teach CONTENT. \u00a0Ever since Dewey, the assumption has been that schools don\u2019t need to teach knowledge; rather, they should teach processes. \u00a0 (Classical education, of course, teaches both.) \u00a0\u00a0Here\u00a0<\/a><\/a>Hirsch shows how the efforts to teach reading, as in No Child Left Behind, are failing. Gaining comprehension in reading, according to the research he cites, \u00a0involves building upon other KNOWLEDGE of what the reading is about. \u00a0You can\u2019t just teach comprehension as a process.<\/p>\n<\/body><\/html>\n","protected":false},"excerpt":{"rendered":"

The notable scholar E. D. Hirsch is offering a radical new proposal: \u00a0That schools actually teach CONTENT. \u00a0Ever since Dewey, the assumption has been that schools don\u2019t need to teach knowledge; rather, they should teach processes. \u00a0 (Classical education, of course, teaches both.) \u00a0\u00a0Here\u00a0Hirsch shows how the efforts to teach reading, as in No Child […]<\/p>\n","protected":false},"author":1281,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14],"tags":[],"class_list":["post-340","post","type-post","status-publish","format-standard","hentry","category-education"],"yoast_head":"\nActually teaching CONTENT<\/title>\n<meta name=\"description\" content=\"The notable scholar E. D. 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