Ass#1 Chapter#1 (p1-43) Review – Book Report/Review Example

Chapter1 of Tyler’s Book (P 43) Review Chapter P 43) Review In this chapter of the book, Ralph Tyler presents the educational purposes, which are essentially the starting point when selecting things including content outline, materials, examination and test preparation and development of instructional procedures. Tyler draws the objectives from three different sources. The sources include studies of society, studies of the learner and suggestions from specialists (Tyler, 2013 P. 21, L. 3-14). Psychological and philosophical screens are necessary for filtering the data drawn from these sources. Studies of society and learner immensely depend on their position as sources on philosophical screens, which determines the scope and nature of the objectives (Tyler, 2013 P. 16, L. 10- 24)
Asserting that an individual’s philosophy is the source of educational objectives implies that making of choices concerning educational objectives relate to a person’s value structure. For this reason, the criterion of selecting objectives may appear virtually meaningless. An individual may wonder if the established insistence by theorist that the preliminary steps involved in making a curriculum has any merit if it were the design of objectives. The concept of the learning experience demands much analysis. The simplistic view that evaluation relates to a process of matching outcomes and objectives leave much to be desired (Tyler, 2013 P. 27, L. 8-15).
The rationality of Tyler’s rationale makes it a success. It is an exceptionally realistic framework essential to the development of a curriculum. Tyler’s rationale provides the model for developing curriculum for those individuals, who perceive curriculum as a composite machinery that transforms children to intellectuals. The production model of instruction and curriculum starts with a plan of how the students will turn after going through the system (Tyler, 2013 P. 34 L. 6-9).
Reference
Tyler, R. (2013). Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press