More than 40 years ago, the historian Richard Hofstadter observed that it was unsound to assume that the individual development of every child must coincide, through a kind of established harmony, with the development of a good society. The anti-set-curriculum idea and the equally unsound how-to conception of learning are two of the guiding ideas in American colleges and schools of education. Together they form an ideological double whammy against a coherent, knowledge-based curriculum in elementary schools—against, that is, the thing most needed to enhance language ability and overcome the language-comprehension gap.
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