The Changing Curriculum: Theory and Practice
DOI link for The Changing Curriculum: Theory and Practice
The Changing Curriculum: Theory and Practice book
This is not the place to trace in detail the ways in which the logical theory of curriculum development has been elaborated in recent years through work on behavioural objectives, taxonomies, programmed learning, and the refinement of evaluative procedures. Renewed interest in it, both in the United States and Great Britain, coincided with an upsurge of concern about the adequacy of school curricula, and with recognition of the need for large scale development projects backed by ample funds. Given this, the institutionalization of the model was
244 Case Studies in Curriculum Change
assured. It provided administrators and funding bodies with criteria against which to judge proposals and procedures; it provided a readily communicable rationale for curriculum workers, and it appealed to scientists in whose fields the major curriculum concerns were being felt. As new curricula have been disseminated and discussed the model has acquired such visibility and respectability that the few curriculum projects that have set their faces against it have done so with a deliberation
and a concern to propound theoretical justifications which have marked very clearly their consciousness of departing from an established orthodoxy.14 But since Tyler imparted a new life and a new direction to it, the model has become essentially prescriptive. In spite of all the work which has gone into its elaboration, little or no effort has been devoted to showing how it relates to the actual behaviour of curriculum designers, or what constraints might limit its usefulness in practice. The price of abandoning its original links with task analysis has been the sacrifice of any explicit connection with the world of real human activities.