(Blog Post Two)
While some of Tyler’s initial ideas, somewhat make sense, his entire philosophy, “education is a process of changing the behaviour of people” (pg 2) has got him steering his ideas in the wrong direction. Students (children) are meant to learn through their mistakes, creativity, their own thoughts, feelings and experiences, and while they may need teachers (adults) to guide them; they do not need us to change them.
(a) The ways in which you may have experience the Tyler rationale in your own schooling?
Standardized tests have been in my school experience. I have taken English, Math, and Chemistry Saskatchewan government exams throughout my high school experience. Some teachers have even asked for projects of all students to be handed in with the exact same final product, which is also much like Tyler’s Rationale. This makes assessment easier for the teacher, but also proves students to be the same and to be following a type of “protocol”.
(b) What are the major limitations of the Tyler rationale/what does it make impossible?
It makes creativity absolutely impossible. It makes self-learning absolutely impossible because teachers are to create “situations that will evoke the kind of behaviour desired” (pg 2). Tyler’s method understand that children learn through interaction and reaction with their environment, but he wants teachers to control and direct their behaviours to all be the same, thus the final product and thought processes are the same (pg 2). Individuality is impossible in a situation like this.
(c) What are some potential benefits/what is made possible?
There are a few “good” ideas behind the method, but the entire process needs to be different with various final outcomes/ products. For example, Tyler’s idea that students do need to meet certain standards in order for us to graduate them and move them up levels (pg 20), to me makes sense, just not how he approaches this by molding the students to be the same. The evaluation should include creativity as well as content and grammar, this allows for students to be creative and expressive. Tyler also believes feedback in evaluation is to help shape behaviour (pg 20), but I disagree I think feedback is important in evaluation, but it should be productive and encouraging feedback.