Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History

Autor/inn/en	Fallace, Thomas; Fantozzi, Victoria
Titel	Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History
Quelle	In: Educational Researcher, 42 (2013) 3, S.142-150 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X13484509
Schlagwörter	Historiography; Curriculum Development; Educational History; Intellectual History; Educational Change; Educational Theories; Progressive Education; Curriculum Design; Educational Attitudes; Role of Education; Direct Instruction + Suchen Sie Ihr Suchwort? Geschichtsschreibung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Geistesgeschichte; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Reformpädagogik; Progressive Erziehung; Lehrplangestaltung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsauftrag; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	In the historiography on curriculum reform during the progressive era, one interpretive lens has dominated the study of 20th-century reform for more than 40 years: the idea of the "social efficiency" doctrine. In this historiographical essay, the authors briefly trace the rise of social efficiency as an idea in curriculum history, identify the four common assertions on which it is based, review the recent studies that challenge these assertions, and finally, suggest some ways to rescue the term from overuse and abuse. The authors argue that, historically speaking, "social efficiency" was a widely used, poorly defined, highly problematic term that had multiple uses for multiple scholars between the 1890s and the 1930s. Historiographically speaking, the authors argue the idea of the social efficiency doctrine has been an inconsistent, heterogeneous, and imprecise lens through which to explain long-term curriculum change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10