- Dr. Stephen Kelvin Sata*
- World J Arts Educ Lit, 1(3): 1-8
Abstract: This article provides an in-depth critical analysis of Ralph Tyler’s principles of curriculum development, highlighting their profound influence on historical and foundational theories of curriculum and their enduring relevance in contemporary educational practice. Tyler’s model, often referred to as “Tyler’s Rationale”, is based on four guiding questions: What educational goals should the school seek to achieve? What educational experiences can be provided to achieve these goals? How can these experiences be effectively organized? How can we determine whether the goals are being achieved? These questions, rooted in the behavioral and pragmatic educational philosophy of his time, emphasize the importance of clear objectives, systematic design, and measurable outcomes in program planning.
The study traces the historical evolution of curriculum theories, situating Tyler’s framework within broader educational movements such as scientific management and progressive education. It explores the intersections between Tyler’s principles and the contributions of leading theorists, such as John Dewey, who advocated experiential learning, and Franklin Bobbitt, who emphasized efficiency and task analysis in “education.” While recognizing Tyler’s important contributions, the article criticizes the limitations of the model, particularly its descriptive nature, which can limit creativity, adaptability, and inclusion of diverse student needs.
The analysis also explores the reinterpretation and adaptation of Tyler’s principles in contemporary education, where global interconnectedness, technological innovation, and emphasis on critical thinking and creativity challenge traditional curriculum models. The study examines how educators and policymakers are addressing these challenges, using Tyler’s principles as a foundation, while integrating learning-centered, inquiry-based, and culturally responsive practices.
Drawing on both historical and contemporary perspectives, the study advocates for a dynamic approach to curriculum development that honors Tyler’s legacy while embracing the flexibility, inclusivity, and innovation needed to meet the complexities of 21st-century education. It emphasizes the need for a curriculum that not only fulfills predetermined goals but also promotes holistic development, critical awareness, and the ability to adapt to a rapidly changing world.
Keywords: Curriculum Development, Educational Objectives, Tyler Rationale, Foundational Theories & Contemporary Practices.
