I enjoyed reading the first chapter of Tyler’s book, I found it thought provoking and intriguing to think about how and where curricular objectives are produced. I was quite surprised to learn from the Halvorson reading that it was Tyler’s book that lead to the No Child Left Behind revolution. On the topic of subject specialists forming curricular objectives Halvorson says that Tyler’s message was “conflicted in approach [that] On the one hand, Tyler acknowledges the importance of scholarship in forming objectives, and on the other hand, he subordinates the uniqueness of disciplinary knowledge to broad functions of inferred generalizations, such as critical thinking and creative skill.” I struggle to see Halvorson’s perception of this statement as a ‘conflict’ in approach, as when I read it I understood that Tyler was providing the curriculum designer with multiple perspectives to showcase the point that there are numerous sources to consider when deciding curricular objectives.
On the topic of designing curriculum objectives I propose the question shift to not only thinking about what the objectives are but who decides them. Should teachers have more autonomy in designing curricular objectives?
Tyler, R. W, Basic Principles of Curriculum and Instruction (Flinders & Thornton)