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THE INFLUENCE OF SOCIAL EFFICIENCY E...

WELSH, CATHERINE A. C.

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THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL./
作者:	WELSH, CATHERINE A. C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1980,
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3917.
Contained By:	Dissertation Abstracts International41-09A.
標題:	Education history. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8025858

THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL.
WELSH, CATHERINE A. C.

THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL. - Ann Arbor : ProQuest Dissertations & Theses, 1980 - 147 p.

Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3917.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1980.

In the late 1800's social efficiency educators articulated a set of assumptions and point of view about the role of education in society. According to these educators the overriding function of education was to set up controls in schools that would adjust the individual to social life by teaching uniformity of group (social) behaviors. Since social efficiency education emerged in the early 1900's, when public secondary school enrollment was rapidly increasing, school organization was established, and content formalized, it was in an excellent position to influence the development of the public school system in the nation.Subjects--Topical Terms:

3171959
Education history.

THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL.
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245 1 4 $a THE INFLUENCE OF SOCIAL EFFICIENCY EDUCATION IN THE TWENTIETH CENTURY: EDUCATION FOR CONTROL OVER, NOT AUTONOMY OF THE INDIVIDUAL.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1980
300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3917.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1980.
520 $a In the late 1800's social efficiency educators articulated a set of assumptions and point of view about the role of education in society. According to these educators the overriding function of education was to set up controls in schools that would adjust the individual to social life by teaching uniformity of group (social) behaviors. Since social efficiency education emerged in the early 1900's, when public secondary school enrollment was rapidly increasing, school organization was established, and content formalized, it was in an excellent position to influence the development of the public school system in the nation.
520 $a My thesis is that the placing of emphasis in social efficiency education on reducing individualistic tendencies by training individual's for group (social) thinking and acting was done at the expense of developing the individual's personal autonomy. Further, the basic assumptions of social efficiency education were so well integrated into the national point of view about the role of schools in the years 1900-1918 that they have continued to be integral to the national point of view about what the schools should do. By the 1970's training students for compliance with group norms was still assumed to be both a necessary and important emphasis in schools.
520 $a The purpose of this dissertation is to identify the assumptions of social efficiency education, document those assumptions and their application in policy, and relate that information to the degree to which educators did nor did not address themselves to developing individual autonomy. This dissertation is an historical study of the sociology of education (1890-1970). It involved research on the rationale, history, and point of views of social efficiency educators, identification of the assumptions of social efficiency educators, an assessment of the extent to which those assumptions influenced and were part of the dominant point of view in education, and an examination of critics arguments alledging that that educational point of view limited the individual's autonomy.
520 $a The underlying assumptions in education must be understood as they define and restrain decision-making and as they affect or limit change in educational policy. This dissertation begins the process of identifying and questioning operating assumptions; it is intneted to begin the process of raising further questions about the direction of educational policy decisions.
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