El Currículo de la Eficiencia

1. El Currículo de la Eficiencia EDUC 390: Fundamentos y principios teóricos del currículo y la enseñanza PROFESORA: ITZIA NIEVES Time is money!

2. La Revolución Industrial Factory scene from Modern Times (1936) http://www.youtube.com/watch?v=CReDRHDYhk8

3. La aplicación de la ciencia y tecnología permitió el invento de máquinas que mejoraban los procesos productivos. La máquina como metáfora del mundo. Razón instrumental: Aplicación de la razón para fines específicos: Usar la razón para mayor eficiencia en la producción. La despersonalización de las relaciones de trabajo: se pasa desde el taller familiar a la fábrica. El surgimiento del proletariado urbano. Transformaciones de la Revolución Industrial

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6. Un hombre bien pagado tiene que hacer lo que se le dice desde la mañana hasta la noche.. todo el día... y sin chistar. Frederick Taylor (1911)

7. La Gerencia Científica- Principios del Taylorismo- 1. Principio de planeamiento : sustituir en el trabajo el criterio individual del operario, la improvisación y la actuación empírico-práctica por los métodos basados en procedimientos científicos. Sustituir la improvisación por la ciencia, mediante la planificación del método. 2. Principio de la preparación/planeación: seleccionar científicamente a los trabajadores de acuerdo con sus aptitudes y prepararlos, entrenarlos para producir más y mejor, de acuerdo con el método identificado.

8. Principios del Taylorismo • 3. Principio del control: controlar el trabajo para certificar que el mismo está siendo ejecutado de acuerdo con las normas establecidas y según el plan previsto. • 4. Principio de la ejecución: distribuir distintamente las atribuciones y las responsabilidades, para que la ejecución del trabajo sea disciplinada.

9. Nuestras escuelas son, en un sentido, fábricas en las cuales a la materia prima (los niños) se le da forma y se convierte en productos para llenar las demandas de la vida. • Cubberley (1916)

10. Eficiencia • El número de resultados en el tiempo necesario para alcanzarlos. • El método científico para la gerencia educativa requiere... medir resultados en términos de estándares fijos. • Joseph Mayer Rice (1914)

11. Adopción en las escuelas • Salones de propósitos y niveles mútiples dieron paso a la estructuración de la escuela en grados. • El día de trabajo holístico se dividió en fragmentos de 35-45 min.

12. Surge el modelo organizacional piramidal ¿Cómo son las funciones en la organización piramidal?

13. Mecanismos del sistema burocrático 1. Mantener un firme control jerárquico de la autoridad y supervisar de cerca a los subalternos. 2. Establecer y mantener una comunicación vertical adecuada. 3. Desarrollar reglas y procedimientos claros para establecer estándares y guiar las acciones. 4. Promulgar planes claros para que los empleados puedan seguirlos. 1-4

14. Valores cardinales de la escuela • Regularidad • Puntualidad • Silencio • Laboriosidad William Torrey Harris US Commissioner on Education(1889-1906)

15. Education that prepares for life... “Education is primarily for adult life, not for child life. Its fundamental responsibility is to prepare for the first years of adulthood, not for the twenty years of childhood and youth.” Franklin Bobbitt (1924) How to Make a Curriculum

16. Para Bobbitt • La educación no busca el conocimiento por sí mismo sino que la persona pueda utilizar ese conocimiento, que sea práctico.

17. Bobbitt (1918) • “New duties lie before us. And these require new methods, new materials, new vision. The old education… was mainly devoted to filling the memory with facts. The new age is more in need of facts than the old; more facts; and it must find more effective methods of teaching them.” p.10

18. Theory of curriculum formulation • “For a long time we have been developing the theory of educational method… Recently, however we have discerned that there is a a theory of curriculum-formulation that is not less extensive and involved than that of method; and that is just as much needed by teachers and administrators.”p.10

19. Bobbitt, cont. • Education is now to develop a new type of wisdom that can grow only out of participation in the living experiences of men, and never out of mere memorization of verbal statement of facts. It must, therefore, train thought and judgment in connection with actual life-situations, a task distinctly different from the cloistral activities of the past.p.10

20. We here try to develop a point of view that seems to be needed by practical school men and women as they make the educational adjustments now demanded by social conditions; and needed also by scientific workers who are seeking to define with accuracy the objectives of education. Bobbitt, p.10

21. Scitntific curriculum • “The scientific task preceding all others is the determination of the curriculum. For thus we need a scientific technique.” p.11

22. Teoría de Currículo de Bobbitt • The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities... • They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of attaining those objectives. P.11

23. Curriculum is... • ... The series of things which children must do and experience by way of developing abilities to do the things well that make up the affairs of adult life; and to be in all respects what adults should be. (P.11)

24. Two ways to define curriculum • The entire range of experiences, both undirected and directed, concerned in unfolding theh abilities of the individual. • The series of consciously directed training experiences, that the schools use for completing and perfecting the unfoldment. We must use both…

25. When the curriculum is defined as both directed and undirected experiences, then its objectives are the total range of human abilities, habits, systems of knowledge, etc., that one should possess. These will be discovered by analytic survey

26. Curriculum Discoverer • The curriculum-discoverer will be an analyst of human nature and human affairs. • His first task is “ascertaining the education appropriate for any special class” to discover “the total range of habits, skills, abilities, forms of thought, valuations, ambitions, etc. that its members need for the effective performance of their vocational labors. • Likewise for their civic activities, health activities, recreation, religious and social activities. • The program of anaysis will not be narrow but “as wide as life itself” p.12

27. “The curriculum of the schools will aim at those objectives that are not sufficiently attained as a result of the general undirected experience. Each mistake is a call for directed training.” • “The curriculum of the directed training is to be discovered in the shortcomings of individuals after they have had all that can be given in undirected training”. P.12 Example p.13

28. Vocabulario de Bobbitt • Symptom • Deficiencies • Shortcomings • Wrong • Ignorance • Imperfection • Errors • Incorrect • Mistake • Confusion • Social deficiencies

29. ¿Cómo se desarrolla el currículo? • This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist.  These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. 

30. Pasos de Bobbitt • Analizar la experiencia humana • Analizar la tarea (job analysis) • Identificar las mejores prácticas • Identificar los objetivos • Seleccionar los objetivos • Planificar en detalle ¿Cómo se desarrolla el currículo? (Ej p.14)

31. Only as we agree what ought to be in each of these difficult fields, can we know at what the training should aim. Only as we list the shortcomings of human performance in each of the fields can we aim to know what to include and to emphasize in the directed curriculum of the schools.

32. Highly complex subjects • The general experience of finding the scholastic curriculum is not so clear with the highly complex subjects of history, literatute geography, etc. • What are the social shortcomings that are to be eliminated through the study of these social subjects? Our ideas are yet so vague… • The first task of the curriculum- maker is to find the social deficiencies. Each deficiency is a call for directed training.

33. ¿Se reflejan las ideas de Bobbitt en el ambiente educativo específico en que trabajas hoy en el 2011? • ¿Qué piensas?