The Schools We Need and Why We Don’t Have Them

E.D. Hirsch, Jr.'s The Schools We Need and Why We Don't Have Them critiques contemporary education, particularly progressive education, for its perceived shortcomings. Hirsch argues that many American students lack essential background knowledge, hindering their academic progress and ability to engage in informed civic discourse. He advocates for a curriculum that emphasizes core knowledge, believing it is crucial for cultural literacy and equal opportunity.1

Hirsch's work stands in contrast to progressive education, which emerged in the late 19th century as a reaction against traditional schooling. Progressive education, influenced by figures like John Dewey, focused on educating the "whole child" through active learning and experimentation. However, critics, including Hirsch, contend that this approach has sometimes led to a neglect of foundational knowledge and a widening achievement gap.21