The Tyler rationale was definitely present in my own schooling throughout my life. I was told the objectives of the subject at hand, otherwise known as the outcomes, which lead to assignments that were comprised of indictors to show if I was on the right track to the outcome(s). In the end, I was graded and tested which was said to accurately asses my knowledge and understanding of the material. The major limitations to this rationale is the clear fact that it views the curriculum as a product. The goal is essentially to produce “educational” students. However, what is seen as educational/knowledgeable needs to be conceptualized because this theory restricts other forms of development, progression, and the importance of process. What can and should be learned in the process of education is what comes out of the process itself. The potential benefit of a practise like the Tyler Rationale is that having outcomes and goals is not a bad thing, however the process and anticipation needs significant attention and importance when developing and using the curriculum as a guide line.
I came across an interesting quotes from another reading for a different class I’m taking. In terms of teaching another person something, Greenland, Willard and Shaltzman say, “When we consider intentions instead of goals we focus on the process which we can influence rather than an outcome over which we have little control”. I thought this was an interesting way to perceive goals versus intentions. It combines goals with outcomes and intentions with process. Looking at process in this perspective may open up more ideas and thoughts about how curriculum can be theorized. I would argue that intentions needs to be open minded and include much anticipation especially because of the diversity of students. The fact that we want to influence the process does not mean we should have control over it, but rather the idea can help point us in the direction we want to go based on what students are learning, observing, and applying in their daily lives.