The Core Knowledge Blog
Knowledge for What?
by Guest Blogger
August 28th, 2014
By Will Fitzhugh
Will Fitzhugh is the founder and editor of The Concord Review, a [unique international] scholarly history journal for well-researched essays by high school students [from 40 countries so far]...
Education is an important issue these days, which is both good and bad. Good, because we need to pay more attention to the work of our schools, and not so good, because lots of people who know all about convertible debentures, initial public offerings, etc., think they must know a lot about teaching and learning as well.
There is prolonged debate about the role of education in promoting citizenship, character, lifelong learning (try living without learning sometime), career readiness, environmental awareness, respect for diversity, and on and on.
What I find missing most of the time is any suggestion that after an education (and during an education) it might be nice to have gained some knowledge. “How did so many countries and peoples get involved in World War I?” for example. “How did Jefferson feel when he had to change his mind about presidential prerogatives under the Constitution when the Louisiana territory came up for sale?” “What was the crucial insight that led Watson and Crick to the understanding of the double helix?”
When people raise the question of “Knowledge for What?” my response is usually: for its own sake. E. D. Hirsch and others have shown that having knowledge is what makes it possible to gain more knowledge. And being able to gain more knowledge is really necessary in life, I would agree. In addition, perhaps this is just my bias as an editor and publisher of interesting history research papers, I also feel that gaining knowledge is really one of the essential pleasures in life. Jefferson said: “I could not live without books.” I don’t think that was only because some books could aid him in the many architectural and agricultural innovations he cared about.
James Madison wrote: “Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives….What spectacle can be more edifying or more seasonable, than that of liberty and learning, each leaning on the other for their mutual and surest support?”
I have been told that Jefferson may even have been able to play some of Mozart’s new work on his violin, and it seems likely he valued that, whether or not he could prove it made him a more efficient farmer, or a more productive President.
Sometimes, I would suggest, in our vigorous (frantic) pursuit of the practical, we skip over some of the things that are of the greatest (practical) value. Once Sir Alexander Fleming was given a tour of the brand-new gleaming headquarters of the Salk Institute by an eager young Ph.D. After the tour, the guide could not help but say: “Just think what you could have discovered if you had only had this state-of-the-art equipment!?!” And Sir Alexander Fleming said, perhaps kindly, “Not penicillin.”
So, by all means, let us introduce more computer technology, more vocational training, more college- and career-ready standards for critical thinking, textual analysis, deeper reading and all of that. But let’s also remember that one of the goals of education must be the acquisition of knowledge, including knowledge of history. We can never be completely sure, at the time we acquire it, when or in what ways some knowledge may be useful in itself in our brief lives as human beings.