Discussing the topic of a traditionalist perspective in schools across the world has widened my perspective and peaked my interest around the role that schools play in children development. After completing the mentimeter poll during the class lecture, I struggled with seeing the way in which school divides their attention and energy on certain topics. I found myself in the minority of the class when I chose personal hygiene to be more important than artistic abilities, and when I voted for classroom punctuality to be more valued than that of good behavior, I was again not in the majority. It’s important to remember that I tried my best to vote for what I believe the school emphasizes most, not how I personally feel it should be. I tried my best, but looking back now, I think that my hopefulness overpowered my learned observations from school experiences.
The correlation I experienced during the lecture resonates well with the new understandings I have gained surrounding the Tyler rationale. After breaking down a traditionalist perspective into the four questions of the Tyler rationale, I realize that my school experience definitely followed this understanding of how curriculum should be taught and learned. In Schiro’s article, Social Efficiency Ideology (2013) he discusses the Tyler rationale by discussing each question individually. My schooling followed the rationale of the first question because the educators I had believed that “curriculum objectives must be stated in behavioral terms: as observable skills, as capabilities for action, as activities people can perform, as demonstrable things people can do” (Schiro, 2013, p. 58). Although I do not disagree with this understanding and method to teaching, I do believe that it offers many limitations for student success in school.
Following a curriculum and having a guideline to follow to make sure the outcomes are reached throughout the school year is beneficial to educators, but can be miss-communicated to students. Students should not be limited in their learning if their discoveries cannot be categorized by the Tyler rationale. The rationale presented also limits a students success if their are not on the “right” side of privilege, or if they are categorized as a minority group. Children should not all be evaluated and taught in the same way. Offering diverse perspectives and methods for learning allows opportunities for all students to benefit the most from their time at school.
Using the rationale allows for educator to reach goals and provide proof that they are following the curriculum and reaching the outcomes indicated per grade level. Limitations can be avoided using this rationale by reaching beyond the limitations set forth to create an achievable goal of attained knowledge for all students, no matter their abilities or social status.
Schiro, M., 2013. Social efficiency ideology. Curriculum theory:Conflicting visions and enduring concerns, (2nd edition). SAGE.