Many people may be familiar with what a ‘curriculum’ is in terms of schooling. However, when one studies the meaning behind what a curriculum really entails, they can find that curriculums are very future based, and limiting. They see students with specific goals, and these one-size-fits-all results are seen as necessary for the student to succeed. 

The article, ‘Curriculum theory and practice’ by Smith, M. K., outlines the problems with certain viewpoints regarding curriculum as a product. The quote, “Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour[…]” (Tyler 1949: 44) (Smith, M. K.) raises a few questions. This way of thinking implies that students must work towards specific goals already outlined for them in a curriculum. The focus isn’t on the students’ learning, the methods in which they are taught, or the smaller goals they’ve achieved. In this viewpoint, the main point is that the students achieved a specific behavioural goal. 

This type of viewpoint can create some impossible scenarios for students. It can eliminate some ‘different’ methods of teaching that adhere less to specific objectives, such as creating smaller goals for students. Not everyone is skilled in the same areas, so it can be difficult to use the same criteria for students who are at very different places in their learning.

However, this viewpoint of educating can also create some possible scenarios for students. With objective-based learning, students can work towards their goals. For students who learn well with this type of approach, they can better themselves and become accomplished based upon the criteria they are given. 

An example of this type of viewpoint from my own schooling I thought of, is gym class in my high school grades. I remember the fitness test, in which students were required to run a certain distance in a certain amount of time, as well as other fitness activities. The main point was the end goal – if students took the correct amount of time. Some students may have found this goal to be difficult, and it may have been helpful to work towards a smaller, achievable goal that worked for them individually.

Works Cited

Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm.