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Type of bind: Paperback
Dewey Decimal Number: 370.1
EAN num: 9780226820316
ISBN number: 0226820319
Label: University Of Chicago Press
Manufacturer: University Of Chicago Press
Quantity: 1
Page Count: 134
Printing Date: July 15, 1969
Publishing house: University Of Chicago Press
Sale Popularity Level: 75050
Studio: University Of Chicago Press
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What educational purposes should the school seek to attain, and what educational experiences can be provided that are likely to achieve these purposes? Rather than literally answering these questions of curriculum and instruction, Tyler develops a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study. Quite simply, his book outlines one way of viewing an instructional program as a functioning instrument of education.
The four sections of the book deal with ways of formulating, organizing, and evaluating the educational objectives that have been chosen for the curriculum. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.
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Rated by buyers 
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This book is a must-read for anyone in the teaching profession. It's simple and straightforward to understand.
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I had to read this book in my doctoral program. The assignment after reading the book was to graphically represent the work in some way. That was the greatest help in me remembering the basic premise of Tyler's work and what I could do with what I learned by reading the book.
Basically the teacher, looking at the needs of her/his learners is responsible for curriculum development. Basing choices on competing philosophies and strategies, the learner is always the one under the magnifying glass in the process. The ideas and instruction found in the book really empower the teacher to take charge of the process.
I have used the ideas in this book in leading the Christian education programs in the churches I have served. It's well worth the read. And when you're done, graphically summarize it so you don't forget what you learned as well.
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Even though this book was written and published a half a century ago, the basic principals of curriculum design are clearly the same. This book is to the point, clear, and quite accurate in my opinion. For anyone serious about curriculum design, it is a required read.
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This last review is an illustration of exactly what is wrong with so many educators. Imagine someone so narrow-minded they can't get past the style of writing that they most prefer in order to understand the ideas behind the writing. This book likely did a great deal to counteract the design of curricula based on the kind of traditionalists who would focus exclusively on "commas in the wrong place". BTW, there are few if any grammar or mechanical errors in the book, and Tyler certainly didn't do the jacket design.
Rated by buyers 
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I have read books written for children that were better than this. The grammar was grade-school level, the punctuation was horrendous, the wording simplistic. For example, on page 28 Tyler writes, "Let me illustrate these two types of suggestions that can be got from these reports..." Even the back cover, in a tribute to the author, has commas that don't belong. This is a fine illustration of the dire state of our educational system, as it was written by a former Professor of Education and Dean!
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