ECS 210: Blog Post 2

The Tyler Rationale is put into 4 different questions when considering curriculum for students.

  • What educational purposes should the school seek to attain?
  • What educational experiences can be provided that are likely to attain these purposes?
  • How can these educational experiences be effectively organized?
  • How can we determine whether these purposes are being attained?

When looking back into my own schooling the main thing I can relate back to is the idea of organization. All of my teachers from grade 1 all the way to 12 had a very organized class which follows the above rationale, however, in my opinion makes things dull. As a teacher in training, I have come to the understanding that experiences and learning can’t be controlled and “organized”.  Experiences need to be spur of the moment and part of the adventure of learning, but Tyler’s rationale almost puts a limit on those experiences. I can remember being in math class and discovering new things that may not have been in the context of that particular lesson and I remember being told to get back on track with the lesson. Although I wasn’t learning what had been planned for that lesson. I still was learning. But because of the societal norm of this rational, I was pulled away from my own discovery and almost forced into what there organized learning portrayed.

As I stated above with my own experience, the Tyler rationale makes self-discovery next to impossible. Although you can learn and experience new things with these guidelines, it’s in a controlled setting and limits students from discovering things on their own and is more “efficient” as our reading points out. The best learning in my opinion is when you discover it on your own and with your own timeline. The planned/organized experiences may be beneficial for some students but it’s not for everyone. Limiting students learning may follow the curriculum; however it may not be the most beneficial for everyone’s overall learning.

As straight forward as this approach gets, its simplicity is its advantage. It’s a great starting point for teachers and for us who are just starting to teach. This framework makes it easy to familiarize with and easy to adapt to the needs of your own classroom. Although it is quite vague, I think its lack of depth makes teachers have to adopt it into their own variation therefore making learning more beneficial for all students. The knowledge of teaching has advanced exponentially in the past 30 years and although this framework has its ups and downs, I’m sure it will be either updated and or replaced in the future of my career.

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3 Responses to ECS 210: Blog Post 2

  1. I totally agree that it is not beneficial to everyone. I think we have to look at this ideology in a historical perspective: they were trying to establish a functional national educational system where one didn’t really exist before. It seems the idea stuck and now we are not making as much progress to improve things as we shoul.


  2. cassidyoesch says:

    Hi Noah,
    I totally agree that my own way of learning was very scheduled and many times the similarily set up for all classes and for each teacher. It is crazy how we were inspired by these types of schooling but yet we want to do so much better now that we are recognizing the different opportunities we have.
    You could not be any more correct with the fact that as a starter teacher this would be a fantastic way to set up your first year. Although experience makes a huge difference! Do you think it would be beneficial for us as first-year teachers to only believe in this type of teaching or many?


  3. Hey Noah, “The Tyler Rationale makes self-discovery next to impossible”. I really enjoyed this line in your post. Your post on the article reflects a good understanding of the text and you insert a lot of your own personal feelings to support the argument. Your blog was easy to read and easy to follow making it a joy to look over. Well done Noah.


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