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 The Dictionary of Cultural Literacy is a 619-page volume written in 1988 (Second Edition, Revised and Updated in 1993) by three university professors. E.D. Hirsch, Jr., is the Linden Kent Memorial Professor of English at the University of Virginia. Joseph F. Kett is a professor of history at the University of Virginia. James Trefil is the Clarence J. Robinson Professor of Physics at George Mason University. In the Introduction to their book, subtitled "What Every American Needs to Know," Drs. Hirsch, Kett, and Trefil state:
Although it is true that no two humans know exactly the same things, they often have a great deal of knowledge in common. To a large extent this common knowledge or collective memory allows people to communicate, to work together, and to live together. It forms the basis for communities, and if it is shared by enough people, it is a distinguishing characteristic of a national culture. The form and content of this common knowledge constitute one of the elements that makes each national culture unique. It is our contention that such a body of information is shared by literate Americans of the late twentieth century, and that this body of knowledge can be identified and defined.
Cultural literacy, unlike expert knowledge, is meant to be shared by everyone. It is that shifting body of information that our culture has found useful, and therefore worth preserving. This shared information is the foundation of our public discourse. It allows us to comprehend our daily newspapers and news reports, to understand our peers and leaders, and even to share our jokes. Cultural literacy is the context of what we say and read; it is part of what makes Americans American.
Dr. Hirsch further describes "The Theory Behind the Dictionary" in a second introductory article subtitled "Cultural Literacy and Education."
The literal words we speak and read and write are just the tip of the iceberg in communication. An active understanding of the written word requires far more than the ability to call out words from a page or the possession of basic vocabulary, syntax, grammar, and inferencing techniques. We have learned that successful reading also requires a knowledge of shared, taken-for-granted information that is not set down on the page.
An important key to solving the twin problems of learning and literacy is to attain the broadly shared background knowledge I have called "cultural literacy." My book argues that the content of this literate background knowledge is not a mystery, and that it can be taught systematically to all our students. The book further claims that if we do impart this content, we can achieve the universal literacy that is a necessary foundation for further educational, economic, and social improvements.
When the schools of a nation fail adequately to transmit the literate national language and culture, the unity and effectiveness of the nation will necessarily decline. [emphasis added]
Cultural literacy is a necessary but not sufficient attainment of an educated person. Cultural literacy is shallow; true education is deep. But our analysis of reading and learning suggests the paradox that broad, shallow knowledge is the best route to deep knowledge. Because broad knowledge enables us to read and learn effectively, it is the best guarantee that we will continue to read, and learn, and deepen our knowledge. True literacy has always opened doors -- not just to deep knowledge and economic success, but also to other people and other cultures.
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