-Major proponents include Herbert Gintis, Samuel Bowles, and John Ogbu
While both the Humanist Theory and Progressivism focus on the needs of our education system and the appropriate responses required by those needs, the Social Efficiency Theory is more of a social criticism of the effect of education on certain populations. Social Efficiency Theory doesn’t focus on learning philosophies but provides answers to the question, “What are the real results of our education system?” Social Efficiency Theory is also distinctive because its creators and proponents are economists (Bowles and Gintis) and an anthropologist (Ogbu) as opposed to educators.
Samuel Bowles and Herbert Gintis provide a different argument and aspect of Social Efficiency Theory than does John Ogbu. Thus, each will be presented separately.
Bowles and Gintis, in their book Schooling in Capitalist America, argue the correspondence principle. They explain how the internal organization of schools corresponds to the internal organization of the capitalist workforce in its structures, norms and values. Later, in their article, Contradiction and Reproduction in Educational Theory, Bowles and Gintis proceed to discuss what they would define as an adequate education system. They state the following three goals:
1. Education should be egalitarian. It should act as a force to overcome the inequalities which arise in society.
2. Education should be developmental. It should allow students to grow cognitively, physically, emotionally, and critically.
3. Education should be the “social continuity of life.” It should promote the integration of students as fully functioning members of society.
Unfortunately, Bowles and Gintis found our education to be anything but what is mentioned above. Instead, they attribute schools in
-Schools serve the capitalist order in modern society
-Schools reproduce values necessary in a repressive capitalistic society
-Schools repress, coerce, and guide students to a certain niche of the labor force
-Schools allow the dominant class to maintain the current class structure
Furthermore, Bowles and Gintis reject the idea that a meritocracy exists within our nation. They propose that meritocracy instead serves as a sort of mask for the dominant, powerful, and wealthy. They say that these demographics of people have a false notion that they are where they are because of merit, yet are really only dominant, powerful, and wealthy because of social class.
An aside: To read about a current issue regarding meritocracy, please click on the link, "Meritocracy: Asians on Berkeley's Campus."
And finally, Bowles and Gintis debunk the premise of educational reform. They say the notion that schools can create equality of opportunity is false.
Ultimately, Bowles and Gintis call for democratic socialism as the only way to obtain egalitarian education, for they believe that educational reform requires economic transformation.
John Ogbu researched the relationship between socialization and upward mobility for minorities in the
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