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A Review of the Social Reconstruction Curriculum Movement & Technology Education. Donnie S. Coleman Jennifer Mullin EDTE-5434 03 February 2004. John Dewey’s influence was pervasive in the Progressive Education movement.
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A Review of the Social Reconstruction Curriculum Movement & Technology Education Donnie S. Coleman Jennifer Mullin EDTE-5434 03 February 2004
John Dewey’s influence was pervasive in the Progressive Education movement. There exists an intimate connection between education and social action in a democracy. Schools should focus on judgment rather than knowledge. Students should participate in decisionsthat effect their learning. Students should learn to live and workcooperatively with others. Dewey was impressed by changes inthe education system of the SovietUnion after the Bolshevik Revolution.
The creed of the Progressive Education movement was founded upon four ideas. That education might become a science and that the methods and ends of education could be measured with precision and determined scientifically. This was the basis of the mental testing movement. That the methods and ends of education could be derived from the innate needs and nature of the child. This was the basis of the child-centered movement. That the methods and ends of education could be determined by assessing the needs of society and then fitting children for their role in society. This was the basis of the social efficiency movement. That the methods and ends of education could be changed in ways that would reform society. This was the basis of the social reconstruction movement.
The roaring 20’s was a time of unprecedented prosperity and optimism – and social conflict. Lindburgh flies the Atlantic in 1927 Calvin Coolidge was president Immigration, Industrialization, Urbanization Science was becoming a powerful force Emergence of Social Darwinism. Mass production assembly lines Prohibition and the Temperance movement. America retreated into provincialism Organized crime
The Roaring 20’s crashed to an end with the onset of the Great Depression. Collapse of the stock market in 1929 Bank failures 25% unemployment Lost farms, savings, and homes Bread and soup lines in many American cities Widespread sense of being on the brink of collapse
The Social Reconstruction Philosophy Schools are responsible for creation of new social order, working to solve problems of society Teachers are the engineers of a social revolution modeled after schools in the Soviet Union Curriculum is focused on socially useful group projects. The focus was on collective action for the betterment of society. De-emphasis of individual needs and desires. Curriculum should be service-driven with the content incidental to that ideal.
What did social reconstruction look like in a progressive era school? • Active participation by doing. • School is a community in which values and habits are instilled. • Development of a community consciousness on the part of the students • Group project work focused with a community purpose • Emphasis on student self-government • Social purpose is the guiding principle behind school experiences
A social reconstruction curriculum requires a change of focus for technology educators. Technical processes are taught only on a need to know basis as required to solve a particular social problem. Teacher is more concerned about the social problem and creating a community with students and society, rather than covering the content. Students may never get the opportunity to know all the technical processes involved with solving the social problem. Solving a problem is believed to instill habits and enthusiasm for seeking out knowledge and skills needed to undertake other problems. Attitudes of safety & pride are transferable. The hope is to instill independence within the student and a willingness to experiment and try new ideas and skills.
What is left of the social reconstruction movement in modern schools? Very little remains… • Efforts to operate student councils • Attempts to provide students with some choice in projects • Efforts to maintain school laboratories in technology and consumer science education.
What Social Reconstruction Curriculum is NOT Teachers do NOT select the content or social problems. It is NOT a standardized modular curriculum. It is NOT allowing students to complete projects based upon individual needs. It is NOT teaching students to follow directions all the time! It is NOT having students all complete the same project. It is NOT failing to challenge students to be critical of their school and culture. It is NOT teaching technology in a non-critical manner.
The Social Reconstruction movement can be summarized by a few key points. The Social Reconstruction movement helped shape the thoughts of educators on curriculum. Social Reconstruction curriculum attempts to Involve students in school and community in order to create adults who can reconstruct and improve society. The inherent problem remains of betraying one’s value orientation and ideology when taking a stand on social or political issues..
Reference List Zuga, Karen F. (1992). Social Reconstruction Curriculum and Technology Education. Journal of Technology Education. 3(2), 49-58. Ravitch, Diane (2000). Left Back: A Century of Failed School Reforms. Simon & Schuster, New York.
