The Tyler rationale provides an interesting perspective on curriculum and has a solid address to give optimal learning objectives. It provides a very structured plan to transfer information from the teacher to the student in direct manner. It has set goals, how to accomplish these goals, and what the desired outcome will be for the students. Many of the shop classes we took in high school were structured in this fashion to ensure we learned the proper skills in a particular way in order for us to be successful. There were only certain ways to obtain these skills correctly and made it easy to demonstrate how we were to accomplish these goals.

Although this can be extremely helpful in some aspects, it also limits the students and teachers involved in the process. This type of rationale has only one way of determining whether a student is learning and a very linear way of marking which can really restrict the students to the amount of critical thinking and creativity they may use to solve certain problems. This also in turn shackles the teachers, making it a very straight forward of passing on the knowledge without allowing them to use different methods of teaching to engage different types of learners. This system can be very detrimental to learners who aren’t taken in by direct teaching and need more visual or engaging ways to absorb the information.

This system does however benefit the small group of people who are able to adapt and learn with very basic reciprocative styles. It is organized extremely well to allow students to follow along on how they can be successful and what methods to use in order to attain that as well. This enables students to take the initiative and prepare themsleves in the proper ways to identify how to be successful.