Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does it make impossible; and (c) What are some potential benefits/what is made possible. Be sure to refer to the assigned article in your post; you may also include information from lecture if you wish.

The Tyler rationale consists of performance of specific activities, and these specific activities consist of those used in everyday life. The curriculum develops abilities, attitudes, habits, appreciations and forms of knowledge required to be able to obtain experiences to develop and collect the objectives in life.

Tyler’s Theory based on 4 questions:

1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?

The teacher is to bring changes in the students’ pattern of behaviour, everything that occurs in the classroom affects the students’ pattern of behaviour.

1. One major way I have experienced the Tyler rationale in my schooling if I understand the rationale correctly would be ‘the bell’ or the daily agenda of a classroom. ‘8:00am is O’Canada followed by morning announcements. 9:15am is class change, 10:00am is recess, and so on. The education experience was effectively organized into time slots throughout the day, ran by a clock, a bell and the teacher. This affected my behaviour, but also did society. Tying back into last week’s blog discussion on how ‘common sense’ is connected to social norms.
2. A major limitation, and again if I understand Tyler’s rationale correctly would be free will or having the students’ comments or input on situations. I say this because of what is discussed in the article: “The teacher is to bring changes in the students’ pattern of behaviour, everything that occurs in the classroom affects the students’ pattern of behaviour.”
3. The ability to alter and tweak what the teacher wants to in terms of behaviour of their classroom and students. If the teacher is to change the behaviour of their students, a teacher then can ultimately change the ways of their classroom and students’ behaviour to better fit their pedagogy or class core.