The Chief Advocate of Social Efficiency in Education: David Snedden
David Samuel Snedden, born in Kavilah, California in 1868, was one of the most prominent educators of the Progressive era. He is widely recognized as the chief advocate of social efficiency in education, a concept aimed at reconciling the demands of industrial society with the capabilities and interests of children. This article explores Snedden’s background, career, contributions to the social efficiency movement, and his concept of social efficiency in education.
Background and Education
David Snedden’s educational journey began at St. Vincent’s College in Los Angeles, where he obtained his B.A. and M.A. degrees. He furthered his education by earning a second B.A. from Stanford University and another M.A. degree from Teachers College, Columbia University.
Career
Snedden’s career in education was extensive and multifaceted. He served as a teacher, principal, and superintendent in California’s schools for a period of ten years. Later, he held positions as an assistant professor at Stanford University and as an adjunct professor at Teachers College, Columbia University. However, Snedden’s most significant role came when he served as the first State Commissioner of Education in Massachusetts from 1909 to 1916.
During his tenure as State Commissioner of Education, Snedden advocated for the expansion of vocational education and the establishment of specialized vocational schools. Recognizing that the traditional American school system was inefficient and undemocratic, Snedden sought to provide practical and specialized education to the majority of youth who were not inclined towards theoretical studies. His efforts aimed to equip industry, commerce, and agriculture with skilled workers by implementing the project method of teaching and vocational schools.
Social Efficiency Movement
David Snedden played a pivotal role in the social efficiency movement within education. As a pioneer in the field of educational sociology, he strongly believed in the need to align education with the demands of industrial society. Snedden argued that the prevailing American school system neglected the needs of the majority of practically-minded youth. In response, he advocated for the spread of the project method of teaching and the establishment of vocational schools.
Concept of Social Efficiency
Snedden’s concept of social efficiency encompassed curriculum construction, civic education, and character building. He emphasized the importance of teaching production and consumption, the two primary components of adult life, effectively. Snedden believed in scientific curriculum-making, which provided teachers with detailed lists and catalogs of abilities, attitudes, habits, and knowledge to enhance students’ social efficiency. By focusing on specific instruction and expert knowledge, Snedden aimed to equip students with the skills necessary for success in their future roles and contribute to the progress of society.
In conclusion, David Snedden’s contributions as the chief advocate of social efficiency in education have left a lasting impact on the field of education. Through his career, he promoted the expansion of vocational education, established specialized vocational schools, and developed the concept of social efficiency. Snedden’s innovative ideas continue to shape educational practices to this day.
Sources
- David Snedden – Wikipedia. Retrieved from https://en.wikipedia.org/wiki/David_Snedden
- David Snedden (1868–1951) – Education, Educational, Social, and Vocational – StateUniversity.com. Retrieved from https://education.stateuniversity.com/pages/2426/Snedden-David-1868-1951.html
FAQs
Who was David Snedden?
David Snedden (1868–1951) was a prominent educator during the Progressive era and a key advocate of social efficiency in education. He served as the first State Commissioner of Education in Massachusetts and made significant contributions to curriculum development and vocational education.
What is social efficiency in education?
Social efficiency in education is a concept that aims to align educational programs with the needs of industrial society while considering the interests and capabilities of children. It emphasizes the practical application of knowledge and skills to prepare students for success in their future roles and contribute to societal progress.
What were David Snedden’s views on the American school system?
David Snedden believed that the American school system was inefficient and undemocratic. He argued that it primarily catered to a small group of students bound for college, neglecting the needs of the majority of practically-minded youth. Snedden advocated for educational reforms that would provide vocational education and specialized training to prepare students for specific careers.
What were some of David Snedden’s contributions to education?
David Snedden made several notable contributions to education. As the State Commissioner of Education in Massachusetts, he advocated for the expansion of vocational education and the establishment of specialized vocational schools. Snedden also developed the concept of social efficiency in education, emphasizing the importance of aligning education with the demands of industrial society.
How did David Snedden promote social efficiency in education?
David Snedden promoted social efficiency in education by advocating for the spread of the project method of teaching and the establishment of vocational schools. He believed that practical, hands-on learning experiences would better equip students with the skills and knowledge needed for success in the workforce. Snedden’s efforts aimed to bridge the gap between the demands of industry and the education system.
What was David Snedden’s approach to curriculum construction?
David Snedden believed in scientific curriculum-making. He emphasized the development of detailed lists and catalogs of abilities, attitudes, habits, and knowledge that teachers could use to enhance students’ social efficiency. Snedden’s approach focused on equipping students with the specific skills and knowledge relevant to their future roles in society.
How did David Snedden’s ideas influence educational practices?
David Snedden’s ideas had a significant influence on educational practices, particularly in the areas of vocational education and curriculum development. His advocacy for vocational schools and specialized training paved the way for a more practical and career-oriented approach to education. Snedden’s emphasis on social efficiency and scientific curriculum-making also contributed to a greater focus on aligning education with the needs of society and preparing students for real-world challenges.
What is the legacy of David Snedden in education?
David Snedden’s legacy in education lies in his pioneering efforts to promote social efficiency and vocational education. His ideas continue to shape educational practices and curriculum development, with a greater emphasis on practical skills and career readiness. Snedden’s work has contributed to a more comprehensive and inclusive approach to education, aiming to meet the needs of both individuals and society as a whole.