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Transcript of Ralph Tyler
Tyler's rationale has been criticized for being overtly managerial and linear in its position on the school curriculum. Some critics have characterized it as outdated and suitable only to administrators set on controlling the school curriculum.
Tyler offered no substantive response to these criticisms, believing that criticism of his curriculum development work required some discussion of an alternative, which none of the critics provided.
What educational purposes should the school seek to attain?
1. Children's needs.
2. Analyzing contemporary life outside the school.
3. Suggestions from specialists.
4. The use of philosophy.
5. Psychology of learning.
How can learning experiences be selected
which are useful in attaining these objectives?
Allow students to address their needs and broaden their interests.
Provide opportunity for the child to practice the implied objective.
Does the child obtain satisfaction from implementing the objective?
Develop the child's cognitive, psychomotor, social, and spiritual domains.
How can these educational experiences be effectively organized?
Evaluation is a central part in curriculum development and planning. It is a process of finding out how far learning experiences are generating desired results.
As a result of evaluation it is possible to note in what respects the curriculum is effective and in what respects it needs improvement.
The Tyler Rationale
Tyler headed an eight year study (1933-1941) involving 30 secondary schools and 300 colleges and universities that addressed narrowness and rigidity in high school curricula.
After completing this study Tyler formalized his thoughts on viewing, analyzing, and interpreting curriculum design in his book, Basic Principles of Curriculum and Instruction (1949).
His book focuses on delivering and evaluating instruction in four parts. This is now known as the Tyler Rationale.
The Four Steps of Curriculum Development "The Tyler Rationale"