1. Do these theories contradict each other? Intellectually, emotionally, practically? In what ways do they? Could they be adapted to work together? Hirsh believed that students need to know a certain amount of background knowledge to be able to understand certain texts or passages. He emphasizes knowledge in terms of memorizing and remembering. Sizer was more focused on the community and the environment of the students and the teachers so students can develop their intellect. He wanted to focus more on depth than coverage. He wanted to push students intellectually to what they were able to do. Hirsh was more focused on the practical knowledge of school that there were certain things that students needed to learn in order to be able to understand things in this society and that this information was background knowledge that would help students understand more detailed text. I think though it is practical, because rote memorization and drills are useful, it neglects the emotional aspect of school, from community and relationships. I think these two theories could work together. Students can learn a wide arrange of knowledge that is considered (by whom?) neccesary and delve indepth in certain points of these, while in an environment that always pushes them to do better and think intellectually like Sizer proposes to have.
2. Which of the two theories do you find more resonant in your own experience? Has your education at one of Sizer's schools (he not only inspired SOF, he also came and visited) taught you to use your mind well, to be intellectually alert, to be able to think about important aspects of your life and society? Have you had any teachers that seemed inspired, now that you know about it, by Hirsch? For instance, would you say that the chemistry class's focus on molarity and ions and the periodic table of elements create an emphasis on knowledge?
I think math classes in general is more inspired by Hirsh, or it always has been that way even before Hirsh, because in my experience from elementary especially, we needed a background knowledge such as addition, subtraction, multiplication, and division before we were able to understand more complex equations. I learned much of this through rote memorization and flash cards (like the multiplication table). But it was even more useful when I was able to practice it after I had a basic understanding of it. I think I experienced Sizer's method of teaching in third grade, where the teacher is like coach to the student, because third grade, out of the other classes in my elementary school was one of the hardest. The teacher would always push us to learn and teach us more things. But at the same time he developed a relationship with his students and we really respected him because he would share things that he liked like Motown, or Hannah Barbara cartoons. He was strict but that was balanced because he was also fun. So there was a community aspect to it. Also the course was simple in the way it was laid out. It was clear what we had to do in each lesson so it wasn't haphazard or confusing. We had incentives, because on fridays, if the class was good, which it almost always was, we would be able to watch Hannah Barbara Cartoons (I don't know if this would work with high schoolers but in elementary it worked well). I think in SOF, there is good sense of community among the students and teachers. I can see how it was inspired by Sizer. I do think though, there was some sense to Hirsh's emphasis on basic knowledge, because in math and science we should memorize certain information but because we don't need to, we don't. I think, I've always been a bit contrary, especially last year, I would often overanalyze and over think things, I don't think I do this as much this year because I have been trying not to. I think its more of my personal choice, than of my schools, because I was influenced by my contact with other people that led me to this conclusion. Sometimes though...I want rote memorization, because I have more of a clear goal, I have to do x in order to understand y.
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