| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 94 === Through the methods of hermeneutics and critical theory, the study attempts to deal with E. D. Hirsch, Jr.’s theory on cultural literacy education. The objectives of the study includes: (a) to understand the historical background and theoretical origin of Hirsch, Jr.’s theory on cultural literacy education; (b) to analyze the foundation of Hirsch, Jr.’s theory; (c) to interpret both Hirsch, Jr.’s ideas of curriculum for cultural literacy education and related assessment of its effectiveness; (d) to propose recommendations based on the above findings , considering current situation and development of education in Taiwan. The results includes: the historical background and theoretical origin of his theory involve the problems of American school curriculum in 1980s and the critiques on them with the tendency of liberal / general education. The foundation includes sociology and linguistics. The content of cultural literacy education consists of national language and national culture, whereas the issues of it focus on educational equality and justice. The subject and object in knowing develop in cyclic fashion, both continuously progressing. The cultural literacy education is implemented with the support of Core Knowledge Foundation. Core knowledge curriculum is composed of domains of
Language Arts/ English, History and Geography, Visual Arts, Music, Mathematics, and Science. Evidences from related researches show such curriculum is a rather effective learning system, enhancing knowledge and abilities and promoting educational equality. The study recommends the content of cultural literacy education in Taiwan should be emphasized and planed. Hirsch, Jr.’s theory might provide a suitable frame of reference to develop curriculum ensuring students’ basic knowledge and abilities and promoting educational equality. Establishing related organizations and returning to professional autonomy of education are also necessary.
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