https://padlet.com/lmccaig/79ycax2rma9n Social Efficiency Ideology en-us 2019-03-22 01:03:07 UTC 2025-11-08 17:45:06 UTC hello@padlet.com lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344049011 Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: SAGE Publications. p. 57-98.]]> 2019-03-22 01:03:07 UTC https://padlet.com/lmccaig/79ycax2rma9n/wish/344049011 lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344049014 In similarity with the Scholar Academic Ideology which is primarily concerned with only a child's mind, the Social Efficiency ideology is" not concern for the (child as a) person but for the potential adult who possesses behavioral capabilities and can provide an energy input into the educational endeavor (Gagne, 1966, p. 51)."(Schiro, 2013, p. 91)

They are viewed as:

• " workers capable of providing energy inputs into the educational endeavor
• (they) do the work in school. 
• They provide the energy inputs that work to transform them into suitable educational products." (Schiro, 2013, p. 91)

]]> 2019-03-22 01:03:07 UTC https://padlet.com/lmccaig/79ycax2rma9n/wish/344049014 lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344049016 "Learning is a central concept in the Social Efficiency ideology and is synonymous with change in behavior." (Schiro, 2013, p. 87)

In contrast to the Scholar Academic ideology, the Scientific Efficiency ideology views learning not as informational but "in terms of changes in the observable behavior of learners, of training learners to perform specific activities."  (Schiro, 2013, p.87)

A few facts about the view of Learning: 

• "learning is an active process and “only the active learner is a successful learner.
• learning skills requires practice: “Real competence only comes with extensive practice”
• Second, learning skills requires practice: “Real competence only comes with extensive practice”
• acquiring skilled performance requires that responses to stimulus conditions be put under the control of particular stimuli in such a way that these stimuli automatically generate the responses
• educators assume learning is atomistic, and
• there is the assumption that not all learning is of the same level of complexity: “Most complex skills are hierarchical in structure, with component skills within component skills, and so on”" (Schiro, 2013, p89

]]> 2019-03-22 01:03:07 UTC https://padlet.com/lmccaig/79ycax2rma9n/wish/344049016 lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344049017 "The knowledge most valued by Social Efficiency educators has two characteristics. First, it is by nature a capability for action that can be taught to learners. Second, its identification and its worth demand the acceptance of the duality of subjective and objective reality." (Schiro, 2013, p.84) 

Just knowing information does not necessarily qualify as knowledge. " The relevant criterion is whether the possessor of information is capable of acting on the knowledge represented by the information." (Schiro, 2013, p84)

A Few keys points about this view are:

• "Behavior which cannot be observed or measured is treated as though it does not exist—more to be ignored than denied. 
• Knowledge derives its value from its ability to fulfill needs in the objective world of mankind" (Schiro, 2013, p86)

]]> 2019-03-22 01:03:07 UTC https://padlet.com/lmccaig/79ycax2rma9n/wish/344049017 lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344049020 "In 1913, Franklin Bobbitt launched the Social Efficiency ideology by demanding that educators learn to use the scientific techniques of production developed by industry (Bobbitt, 1913)" (Schiro, 2013, p.57)

This technique was later presented by Ralph Tyler his "Basic Principles of Curriculum and Instruction by introducing four basic questions every educator must answer when creating curriculum or instructional programs:   

1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes? 
3. How can these educational experiences be effectively organized? 
4. How can we determine whether these purposes are being attained?" (Schiro, 2013, p.57)

]]> 2019-03-22 01:03:07 UTC https://padlet.com/lmccaig/79ycax2rma9n/wish/344049020 lmccaig https://padlet.com/lmccaig/79ycax2rma9n/wish/344053136

Concerning the Social Efficiency ideology view of the child on pages 91 and 92, what is one point you agree with? And, one point you do not?

How could the Social Efficiency ideology view of knowledge from pages 84-86 lend itself to how you assess of your students on learning standards.

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