In the last installment I introduced the basic concept of what I will be more formally presenting here. Basically, there exist a difference in understanding between cultures. This is also the case even within sub-cultures or divided groups amongst geographically close peoples. This much is plainly understood. We know there are differences between people in all manners of ethics, morality, religion, and history among other differing factors. Often these factors are interwoven into the mythos of a people.

E. D. Hirsch, Jr:

As some reading this are, no doubt, aware the term “cultural literacy” has a very specific meaning and use with regard to reading comprehension. The term was coined by Eric Hirsch, a former educator and critic of the United States educational system. He happened upon the concept while giving test on reading comprehension to two groups of students. One group of attended the University of Virgina, and the other group was from a community college. For the most part the two groups scored about the same on comprehension of the material. Specific differences existed between the understanding of specific passages of text. He noticed that there were passages of text that the group at the University seemingly had little trouble comprehending while the community college students struggled with the text’s meaning.

These particular writings dealt with the American Civil War. Hirsch attributed the discrepancy to a basic lack of historical knowledge. They simply didn’t possess the information necessary about those historical figures or events to understand the writing. For Hirsch, it was not that these students were inferior. Their inability to understanding the material was explainable through poor education. In his eyes, it was their prior education that had failed to teach them this basic information.

The historical people and events in those passages showed up as allusion, metaphor, and reference in American literature. In no small way, these things were essential to the mythos of their culture. Yet, they were not given this knowledge. In his own words, “These students had been cheated.”

They may have been cheated out of historical knowledge but there is another type of knowledge that is built into the language. This knowledge may be used or abused by speakers of the language without their realization. Moreover, the use of myth or legend in storytelling is an important part of the way a story conveys its meaning. Authors readily use cultural myths to compress or stylize ideas.

…It isn’t clear whether the myth of George WASHINGTON AND THE CHERRY TREE belongs in a course on history or one on mythology, but from the standpoint of literacy it doesn’t matter. For purposes of communication and solidarity in a CULTURE, myths are just as important as history. And unless history achieves the vividness and memorableness of myth, it will not be very useful to shared culture. We should indeed try to discriminate between history and myth; but true or false, the stories that we share provide us with our values, goals, and traditions. The tales we tell our children define what kind of people we shall be.

The term myth itself implies community. In Greek, it means “what they say.” The origins of most myths are lost in obscurity; they belong to the community. The myths that are shared by literate Americans are worldwide in their origins, and embrace both ancient and modern cultures. The Greek myth of PARIS and the APPLE OF DISCORD belongs to us as much as the myth of Washington and the cherry tree. According to some modern philosophers, notably NIETZSCHE, all stories, even scientific THEORIES and religious teachings, are myths. Nietzsche’s view is probably wrong, but it usefully emphasizes the importance of shared myths in forming our national community and providing us with irreplaceable common points of reference. If we did not inherit myths, we would have to invent them; since we have inherited them, we should learn to use those we have inherited. Our traditional myths are no more true and false, wise and foolish, than those of other cultures. They are not inherently better than those of CHINA or INDIA. But being ours, they are uniquely valuable to us.

–E. D. Hirsch Jr, The New Dictionary of Cultural Literacy, Second Edition

History and myth are important parts of a living language. They change as the times change with the addition of new ideas and events. Of most importance, there exist a canonical set of knowledge that Hirsch argued needed to be known to truly understand American literature. In the same way, all cultures exhibit this aspect to their literature and language.

More on E. D. Hirsch

• Core Knowledge essays by E. D. Hirsch, Jr.
• wiki on E. D. Hirsch, Jr.

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Part 3 will elaborate on how this applies to our anime hobby.

The focus of this post is mostly on the US simply because the research and writing was specifically directed toward US citizens and the United States educational system. The implications and applicability are farther reaching.

As with anything, Hirsch has many critics. If you venture into the wilds of the internet don’t be surprised to find them. Although, mostly, people seem to agree. For the most part, Hirsch’s public career has focused on the educational needs of children. That is building a foundation for growth. However, his popularity can be ascribed to the books his has written, among them, Cultural Literacy: What Every American Needs to Know.

I don’t consider myself an expert on his work; so, I’m probably not the best person to ask about specifics.