Social Efficiency and Learner Centered Ideologies in Education


Reading through chapters 4 and 5 of the book entitled Curriculum Theory: Conflicting Visions and Enduring Concerns by Schiro (2011), I gained an in depth understanding of what the Learner Centered and the Social Efficiency ideologies represent. In this week’s brief reflection of the two chapters, I will base my discussion on how the two ideology views the child/learner and the teacher.

In the Social Efficiency ideology, the child is not the main focus. The focus is to develop skills necessary for society’s needs. The child’s is viewed as potential adult members of the society. The Social Efficiency ideology places less emphasis on the individual needs of the child. It places more emphasis on the capability of the child to fill social needs of the society.  I take issue with this approach of educating children. I believe in educating the whole child and that other aspects of the individual child are equally as important as the capability to fulfill social needs of society. Individual needs of the child need to be addressed in the process of teaching and learning.

On the other hand, the Leaner Centered ideology’s main focus is on the learner.  The child’s needs and interests are central to his/her learning and needs to be incorporated in the learning experiences. I agree wholeheartedly with this view. As a teacher, I spend quite sometime in the beginning of the semester to learn my students’ interests, prior knowledge, and abilities. I believe that in order to teach students (kids) effectively, we need to know who they are and what they like. Being aware of students’ interests and ability is useful in the process of creating the experiences from which students will create their own meaning of the curriculum content.

The Social Efficiency ideology views a teacher as a “manager of the conditions of learning (Gagne, 1970, p. 324; as cited in Schiro, 2011). In essence the teacher’s role is to implement curriculum developed by developers with little or no input of their own. As a teacher I feel that the role of the teacher in the Social Efficiency ideology is misguided. Teachers should be able to make needed changes to the curriculum to meet students’ needs and interests. This will help students to learn, create meanings, and the skills necessary to be fully functioning members in a democratic society.

The role of the teacher in the Learner Centered ideology is to provide consultations to the child. The consultation that will help the child to reach whatever destination s/he needs to go. I am in favor of this teaching and learning approach. I see myself in this role while teaching my courses. I create experiences and put myself in the background to watch and admire as my students create their own meaning from the experience.  In conclusion, I see the value on both ideologies and I tend to borrow the goods from both in my praxis.

Reference

Schiro, S. M. (2013). Curriculum Theory: Conflicting Visions and Enduring Concerns ((2nd ed). Thousand Oaks, CA: SAGE Publications, Inc. 

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