Hermeneutic Haunting
E. D. Hirsch, Jr. and the Ghost of Interpretive Validity
Bibliographic Data
| ID | 8924256 |
|---|---|
| Authors | Linda O’neill (0000-0003-1743-3534, Northern Illinois University, corresponding author) |
| Year | 2011 |
| Volume | 47 |
| Issue | 5 |
| Pages | 451-468 |
| Publication date | 2011-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2011.602271 |
| OpenAlex | W2145137510 |
| Language | EN |
| References cited | 14 |
This article applies criteria for validity in interpretation to Eric Donald Hirsch, Jr.'s interpretations of John Dewey. Specifically, three criteria that Hirsch, himself, established in his earlier work are used to evaluate Hirsch's interpretation of John Dewey as a member of a class (romantics) who embraced a naive naturalism (trait) more often than not (instances within a class) to the great detriment of other salient aspects of education. Hirsch calls his K–8 Core Knowledge sequence revolutionary. His revolution's justification rests, in part, on his rejection of an educational tradition that he attributes to John Dewey and his disciples. Hirsch uses his interpretation of Dewey to portray those who continue to take Dewey's ideas seriously as naive, dogmatic obstructionists who are blocking positive educational reform. Because Hirsch falls short of his own standards for validity in his interpretation of John Dewey, this article suggests that professors of education who continue to rework Dewey's ideas may be sources of potential insight in addressing educational challenges rather than intransigent obstructionists
Class (philosophy · Epistemology · Interpretation (philosophy · Linguistics · Naturalism · Sociology · Educator Training and Historical Pedagogy · Philosophy · Pragmatism in Philosophy and Education · Teacher Education and Leadership Studies
| Highly cited | No |
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