This study is motivated by two factors: 1. Almost eighty percent of Chinese education scholars who studied in the United States have learned from the social efficiency school. 2. Social efficiency almost completely dominated the research in American pedagogical theories, and the planning and operation of educational practices in the primary and secondary schools. Therefore, the social efficiency in American progressive education is a critical topic. This study first analyzes the ideologies of the key persons of the social efficiency school, including E. L. Thorndike at Teachers College, Columbia University; C. Judd and J. Bobbitt at the University of Chicago; and E. Cubberley at Stanford University. Second, using these ideologies as a reference framework, I analyze Riverside Textbooks in Education, which were most powerful and far-reaching in the first half of 20th century, and School Review, which is the most representative academic journal in education in the United States. How the Social Efficiency School established its hegemony via the textbooks and the academic journal is also explored. They not only affect scholars in the new generation and numerous professionals in the education field in the United States, but also the Chinese education scholars who studied in the United States. As a result, this study is critical in understanding the historical characteristics for both the pedagogy in modern China and the development of American pedagogy.
|Effective start/end date
|2019/08/01 → 2021/07/31
- history of education
- social efficiency school
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.