Tyler through the lenses of liberation and philosophy and psychology: Implications for teacher education
Abstract
In 1949 Ralph Tyler released his book “Basic Principles of curriculum and instruction” (1949/2013). It contained what became known as the “Tyler Rationale”. Tyler himself believed that the curriculum development process should start at the local level. He identifies four sources of what we would now call, data that should inform the curriculum. Those sources are the learners themselves, societal issues, educational values, and subject matter. Tyler placed these sources in relation to one another rather than in competition to each other, something else that has often been lost in Tyler-influenced curriculum development over the years, but that reflects Schwab’s commonplaces (1969) of twenty years later. Tyler also asserted that once learning objectives have been determined they should be reviewed through the lens of philosophy and psychology. In this paper, I will explore the Tyler rationale as a model for curriculum development in initial teacher education, considering the learners, societal issues, educational values, and subject matter as I see it in North America today and considering the lenses of liberation philosophy and psychology as a way to shift the Tyler rational from the transmission and transactional approach to curriculum development it has become (Miller & Seller, 1985) to one of transformation.
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Collister, Rupert C. PhD, "Tyler through the lenses of liberation and philosophy and psychology: Implications for teacher education" (2021). Curriculum Studies Summer Collaborative. 36.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/36
Tyler through the lenses of liberation and philosophy and psychology: Implications for teacher education
Stream B
In 1949 Ralph Tyler released his book “Basic Principles of curriculum and instruction” (1949/2013). It contained what became known as the “Tyler Rationale”. Tyler himself believed that the curriculum development process should start at the local level. He identifies four sources of what we would now call, data that should inform the curriculum. Those sources are the learners themselves, societal issues, educational values, and subject matter. Tyler placed these sources in relation to one another rather than in competition to each other, something else that has often been lost in Tyler-influenced curriculum development over the years, but that reflects Schwab’s commonplaces (1969) of twenty years later. Tyler also asserted that once learning objectives have been determined they should be reviewed through the lens of philosophy and psychology. In this paper, I will explore the Tyler rationale as a model for curriculum development in initial teacher education, considering the learners, societal issues, educational values, and subject matter as I see it in North America today and considering the lenses of liberation philosophy and psychology as a way to shift the Tyler rational from the transmission and transactional approach to curriculum development it has become (Miller & Seller, 1985) to one of transformation.
