In the manuscript, Tyler formulated questions that he believed that any practitioner in curriculum inquiry should try to answer. The questions include what educational purposes the school seeks to attain? What educational experiences are needed for the effective attainment of the purposes? How the educational experiences could be effectively organized? And lastly how the determination of whether the purposes are being attained can be effected (Tyler, 2010).
Tyler laid emphasis on educational purposes, on which he meant few targets which are set at high levels of generalizability. Tyler also suggested that the school objectives would be valid enough if their selections are in consideration to information about the learners contemporary life, psychological interests and needs, as well as useful aspects of the subject matter in relation to everyone including the discipline specialists. The schools in selection of the effective and attainable objectives should screen in line with the schools educational philosophy as well as their beliefs about psychology of learning (McNeil, 2009).
After the formulation of the purposes, highlighting the necessary educational experiences is vital. The learning or educational experiences, according to Tyler, refer to the plan for the provision of learning situations with considerations to both the previous viewpoints and experiences brought to the situation by the learner and the likely response of the learner; emotionally, mentally, and physically in action.
Ordering the goals, objectives or targets to ensure that they share the focus on the same outcome would then be very vital. Tyler was fascinated with how the curriculum could be structured to generate a maximum cumulative effect. This was in line with his efforts to develop a cumulative plan for organization that would assist students in learning more effectively (McNeil, 2009).
Tyler’s answers were majorly ...Show more