Educrat professors and psychologists are pushing “guidelines, parameters, checklists, techniques, processes and the like” in place of getting teens to read books and write analytically, complains Will Fitzhugh on the Concord Review. This literacy kudzu is spreading, fertilized by foundation funding and federal grants.
E.D. Hirsch has called this “technique” philosophy of literacy instruction, “How-To-Ism” and says that it quite uselessly tries to substitute methods and skills for the knowledge that students must have in order to read well and often, and to write on academic subjects in school.
Fitzhugh believes students must read complete books — not just carefully selected snippets — and write research papers — not just personal reflections.