The Chief Advocator of Social Efficiency in Education: David Snedden
During the Progressive era, one educator stood out as the chief advocator of social efficiency in education: David Samuel Snedden. Snedden’s ideas and efforts aimed to reconcile the demands of industrial society with the capabilities and interests of children. This article explores Snedden’s role as a prominent advocate for social efficiency in education.
Background of David Snedden
David Snedden (1868–1951) was a highly influential figure in the field of education during the Progressive era. Born on a farm in Kavilah, California, he received his education at St. Vincent’s College in Los Angeles, Stanford University, and Teachers College, Columbia University. Snedden’s diverse educational background equipped him with a broad perspective on the needs of students and society.
Advocacy of Social Efficiency
Snedden’s advocacy of social efficiency in education stemmed from his belief in designing an educational program that addressed the needs of industrial society. He drew inspiration from the term “social efficiency,” popularized by Benjamin Kidd in his work on social evolution. Snedden saw the integration of social efficiency principles as a means to bridge the gap between the demands of industry and the interests of children.
Role as State Commissioner of Education
From 1909 to 1916, Snedden served as the first State Commissioner of Education in Massachusetts. During his tenure, he made significant contributions to the educational landscape of the state. Snedden’s belief in the inefficiency and undemocratic nature of the American school system led him to advocate for widespread changes.
Promotion of Vocational Education
Recognizing the importance of preparing students for practical, vocational careers, Snedden prioritized the establishment of vocational schools. He believed that the traditional school system catered primarily to academically inclined students, leaving behind the majority of practically minded youth. Snedden’s efforts institutionalized specialized schools and courses in Massachusetts, providing students with the skills and techniques necessary for their chosen callings.
Application of Social Efficiency Principles
Snedden’s concept of social efficiency extended beyond curriculum construction. He applied it to various aspects of education, including civic education and character building. Through his book “Sociological Determination of Objectives in Education” (1921), Snedden proposed breaking down social life into minute objectives called “peths.” These objectives would be organized into “strands” and more complex “performance practices,” ensuring that education aligned with the principles of social efficiency.
Focus on Specific Instruction and Expert Knowledge
Snedden emphasized the importance of specific instruction, expert knowledge, and scientific inquiry in education. He believed that each subject taught in schools should meet the test of social usefulness. By equipping students with the necessary skills and knowledge for their chosen fields, Snedden aimed to enhance social efficiency and ensure individuals’ success in their future endeavors.
Conclusion
David Snedden’s advocacy of social efficiency in education made him a prominent figure during the Progressive era. Through his focus on reconciling the demands of industrial society with the needs of students, he left a lasting impact on the educational landscape. Snedden’s work as the State Commissioner of Education in Massachusetts and his application of social efficiency principles in curriculum construction, vocational education, and character building continue to influence educational practices today.
Sources:
- “Social Efficiency Reexamined: The Dewey-Snedden Controversy” on JSTOR (https://www.jstor.org/stable/1179396)
- “David Snedden (1868–1951)” on StateUniversity.com (https://education.stateuniversity.com/pages/2426/Snedden-David-1868-1951.html)
- “John Dewey” on Wikipedia (https://en.wikipedia.org/wiki/John_Dewey)
FAQs
Who was the chief advocator of social efficiency in education?
The chief advocator of social efficiency in education was David Samuel Snedden.
What was David Snedden’s role during the Progressive era?
David Snedden was a prominent educator during the Progressive era and served as the first State Commissioner of Education in Massachusetts.
What is social efficiency in education?
Social efficiency in education refers to the concept of designing an educational program that addresses the demands of industrial society while considering the capabilities and interests of children.
How did David Snedden advocate for social efficiency in education?
David Snedden advocated for social efficiency in education by promoting the establishment of vocational schools, implementing the project method of teaching, and focusing on specific instruction and expert knowledge.
What were some of David Snedden’s beliefs about the American school system?
David Snedden believed that the American school system was “unefficient” and “undemocratic.” He advocated for changes to make education more efficient, equitable, and aligned with the needs of students.
How did David Snedden apply social efficiency principles to curriculum construction?
David Snedden applied social efficiency principles to curriculum construction by emphasizing the social usefulness of each subject and breaking down social life into minute objectives that were organized into strands and performance practices.
Did David Snedden’s ideas have a lasting impact on education?
Yes, David Snedden’s ideas had a lasting impact on education. His advocacy of social efficiency, vocational education, and specific instruction influenced educational practices, especially in Massachusetts, and continue to shape educational approaches today.
How did David Snedden contribute to civic education and character building?
David Snedden contributed to civic education and character building by applying social efficiency principles. He believed that education should focus on developing the necessary skills and knowledge for active citizenship and emphasized the importance of specific instruction and expert knowledge.