Curriculum Theory and Development

Tyler’s rationale that is outlined in Smith’s Curriculum Theory Practice document explains how his idea of curriculum development is greatly “influenced by the rise of scientific management and notions of social efficiency”(13). One main goal of this type of education is to prepare the students for the life that comes after primary and secondary education. This scientific management method creates strict objectives that are supposed to be followed within the curriculum. It is the teachers and schools duty to deliver, present, and teach these predetermined outcomes that the students are supposed to meet.

During my schooling, the majority of teachers followed the Tyler rationale. They were always very aware of the curriculum that was supposed to be met and followed. Often we would also be reminded how important it is that we have to stay on track to be able to cover all the material that was expected. We also tended to be quizzed and tested as a form of our comprehension of the outcomes that was covered in the curriculum, rather than using more unique and flexible ways of showing our understanding. Mainly these tests tested more of our ability to memorize facts and processes rather than developing an actual understanding of what we were working with. 

 In systems set in place such as the Tyler rationale, the students or teachers are not given much options in the variety of ways they teach or how they assess learning and concepts. Because of the limited ways students are presented and tested on the material, the curriculum that is set in place tends to make it difficult for many students to understand the content and receive good marks on tests or in the class. The Tyler rationale also hiddenly teaches students what classes are more important and should hold more value over others. We see this often when teachers take more time for classes such as maths or sciences out of “less important” classes such as Phy Ed or art. Tyler’s rationale focuses mainly on the final product which “lead[s] both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective”(5).

Despite many negative aspects that are a result of the Tyler rationale, we can still determine some potential positive aspects about it too. Because of the highly structured processes and methods, many life skills are slyly being understood and taught. Students are taught clear structure and management skills which can be a very important skill in life. It has been preparing some students for jobs or other opportunities that require those kinds of traits. Another good example being taught through the Tyler rationale is the practice of setting and achieving goals in life.