In the early 1900s, the challenge of providing mass education was seen by many as analogous to mass production in factories. ...Children were regarded as raw materials to be efficiently processed by technical workers (the teachers) to reach the end product (Bennett and LeCompte, 1990; Callahan, 1962; Kliebard, 1975). This approach attempted to sort the raw materials (the children) so that they could be treated somewhat as an assembly line. Teachers were viewed as workers whose job was to carry out directives from their superiors—the efficiency experts of schooling (administrators and researchers).
The emulation of factory efficiency fostered the development of standardized tests for measurement of the "product," of clerical work by teachers to keep records of costs and progress (often at the expense of teaching), and of "management" of teaching by central district authorities who had little knowledge of educational practice or philosophy (Callahan, 1962). In short, the factory model affected the design of curriculum, instruction, and assessment in schools.So... has anything really changed? Does it even need to? Is my rhetorical questioning getting my opinion across well enough?
That's all for now.