Taylorism and the Logic of Learning Outcomes

Autor/in	Stoller, Aaron
Titel	Taylorism and the Logic of Learning Outcomes
Quelle	In: Journal of Curriculum Studies, 47 (2015) 3, S.317-333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1018328
Schlagwörter	Educational Philosophy; Outcomes of Education; Postsecondary Education; Educational Assessment; Total Quality Management; Educational Practices; Educational History; Role of Education; Educational Policy; Democracy; Creativity + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Education; assessment; Bewertungssystem; Quality management; Qualitätsmanagement; Bildungspraxis; History of education; Bildungsgeschichte; Bildungsauftrag; Politics of education; Bildungspolitik; Demokratie; Kreativität
Abstract	This essay examines the shared philosophical foundations of Fredrick W. Taylor's scientific management principles and the contemporary learning outcomes movement (LOM). It analyses the shared philosophical ground between the focal point of Taylor's system--"the task"--and the conceptualization and deployment of "learning outcomes" in American post-secondary systems. It further critiques Taylor's principles and the logic of outcomes from the standpoint of John Dewey's educational philosophy. This essay will show how the contemporary LOM is not only an extension of Taylorism, but also yields the very real possibility of restricting the creative capacities and unique potentials of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01