ABSTRACT
The concept of educational objectives holds a central position in the literature of curriculum, yet the way in which educational objectives should be formulated – if at all – continues to be the subject of professional debate. This chapter will examine the concept “educational objectives,” its evolution in educational literature and the research which has been undertaken to appraise its usefulness. A primary function of the chapter is to distinguish between two types of objectives – instructional and expressive. This distinction might prove useful for ameliorating the arguments of those holding contrasting views on their usefulness in curriculum theory and instruction.
