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Essay / Research Paper Abstract
A 10 page paper that reflects the historical and sociological impacts on the development of early public education as outlined in Raymond Callahan's book Education and the Cult of Efficiency. No additional sources cited.
Page Count:
10 pages (~225 words per page)
File: D0_Educult.rtf
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Unformatted sample text from the term paper:
level had progressed to the point at which considerable support existed for its maintenance, focus and a directive for future developments. But the insurgence of an industrial identity, the
progression of business developments through the early 1900s, and the question of educational efficiency and affordably that accompanied the emerging business orientation of the nation led to complications in the
design of educational systems and in the process of educational management. Raymond Callahan, in his book Education and the Cult of Efficiency, reflects upon the social forces that
have shaped the premise of educational management and reflects upon the history of educational change as it has related to different sociological and business orientations. Callahan considers the role
of schools in a business oriented society, the criticism that arose related to both the efficiency and affordably of public education, and then relates these elements in terms of the
progression of change into the 1950s. Callahans work provides a systematic and historical approach to the social changes in public education and demonstrates the link between industrial change and
the perceptions of public education as a workable social and government-run entity. Callahan begins with putting public education into a historical context, recognizing that the free public schools through
out the united states, from kindergarten through the university level had not been fully established before the turn of the century, and that the ideological elements underscoring the development of
a consistent plan for educational design was put into place in the early years of the 20th century. Prior to that time, education was clearly inadequate: consistency was
limited, buildings and equipment were limited, and access was selective, and limited by race and economic elements (Callahan, 1962). But based on the emerging picture of public education produced
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