Tyler to Dewey

Bobbitt formulated five steps in curriculum making:

analysis of human experience

job analysis

deriving objectives

selecting objectives

planning in detail.

John Dewey was and is one of the most influential minds

in 20th and 21st Century North American education

Father of “student centred learning” Learning for learning sake.

Reaction to social and economic reasoning and to the factory model of teaching.

Brief overview of Progressive Education

the term "progressive education" has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society

they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives.

Two essential elements:

Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and

The development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good.

Students should play a role in education

• Education built around previous knowledge and experience

• Education should be meaningful to the learning • Emphasis on classroom interaction and social

interaction • Student inquiry, thinking is active process in

need of experimentation and problem-solving

Learning was active and schooling unnecessarily long and restrictive. That students should be involved in real-life tasks and challenge.

There is an intimate connection between education and social action in a democracy, thought Dewey. "Democracy has to be born anew every generation, and education is its midwife," (School and Society, 1889)

school should teach students how to be problem-solvers by helping students learn how to think rather than simply learning rote lessons about large amounts of information.

Schools should focus on judgment rather than knowledge).

Schools should teach students learn to live and to work cooperatively with others.

CritiquesToo complex and open to interruption.

Anti-intellectual,

Catering too much to the child

He argued that knowledge has a social origin which many felt was radical.

While liberal, ignored race/racism as key

❖ “the weakness of progressive education thus lies in the fact that it has elaborated no theory of social welfare, unless it be that of anarchy or extreme individualism” (George Counts, 1978, p. 5).

Tyler1902-1994

Born in Chicago in 1902, Raised in Nebraska graduated college at 19

Religious family headed for medicine and then became “hooked on education”

He earned his master's degree from the University of Nebraska in 1923 and his Ph.D. from the University of

Chicago in 1927.

Most famous book Basic Principles of Curriculum and Instruction (1969).

He believed that education was not as free wheeling as Dewey nor as automized as Bobbitt but that material could and should be broken down into manageable and concrete steps.

Learning through hands-on experience

Curriculum is best organized by dividing the objectives into various subject matters. \

Three Criteria for learning experiences

These are continuity, sequence, and integration.

Ends

Means

Philosophy, Aims, Goals

and Objectives

Curriculum Content and

Activities

Ends-Means Model

Revolutionary for its time

Curriculum developers should decide what purposes the curriculum is to have and then plan accordingly

Ends or what he called goals, educational objectives and purposes by examining 5 elements: the learners, life in the community, subject matter, philosophy and psychology

Different from DeweyTyler said subject matter should be introduced in a specific order

in order to move on to the next level, the previous level needs to be mastered.

concepts should be introduced in a series of steps where every child needs each successive experience to build on the one before.

In other words, without mastering the previous skills it isimpossible for a student to progress.

Critiques

disagree with the concept of selecting behavioral objectives before developing the curriculum

Arbitrary evaluation of the learners and their society and therefore biased.

Assumes all students learn the same

Why is Tyler important

He is the centre of what Pinar and others call, The traditionalists

Service to practitioners

Focused on schools

Matching objectives to experience

Scientific method/Bureaucratic method

behaviorism and technical rationality

design, competency, outcomes

Tyler’s four questions

What educational purposes should the school seeks to attain?

What educational experiences can be proven to likely attain those purposes?

How can educational experiences be organized?

How can we determine whether these purposes are attained?

What additional questions need to be asked?