Ralph W. Tyler (1902 - 1994) was an educator and researcher who developed curricular theory and greatly influenced the way in which evaluation procedures are carried out in current education. Many consider him the father of "behavioral goals", a fundamental concept in the modern educational system..
His main contribution to the field of education was the curricular model, which tried to answer four questions: what educational objectives should try to achieve, how to select the most useful experiences to achieve them, how to organize educational experiences to do so, and how to evaluate effectiveness. of teaching.
In addition to being one of the main authors of this theory, Ralph W. Tyler was also a professor at several universities, as well as becoming the educational advisor to several presidents of the United States (including Truman and Eisenhower), and advising governments from countries like Ireland, Israel and Sweden.
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Ralph W. Tyler was born on April 22, 1902, in Chicago, Illinois, from where his family moved to Nebraska two years later. At the age of 19, he received his graduate degree in education from Doane University in Crete, Nebraska; and began teaching at an institute in the city of Pierre, South Dakota.
While teaching there, he began studying for his master's degree at the University of Nebraska, which he obtained in 1923 while also working as a science supervisor at the center. In 1927, Tyler obtained his doctorate from the University of Chicago, and began teaching as an associate professor at the University of North Carolina, until 1929..
After spending several years there, Tyler was able to obtain the position of professor of education at Ohio State University, where he taught for the next nine years. In 1938, he achieved some national recognition due to his involvement in a program known as the "Eight-Year Study Related to Progressive Education.".
This program studied the relationship between the curricula of different high schools, and the success of their students in their university careers. From this moment on, Tyler began to develop his theories about study curricula, and progressed to the position of director of a Stanford research center..
From this position of responsibility, Ralph W. Tyler continued to study and develop his curricular model, in addition to becoming the advisor to several international governments on education. Finally, he retired in 1967, and passed away several decades later, in 1994..
The years that Tyler spent working in the "eight-year studio" were very influential throughout his career. From this moment on, he dedicated himself to researching the curricula of different institutes, and their relationship with future success in the university career and other related fields..
After completing this study, Tyler began to reflect on what criteria need to be followed to create a good high school curriculum. His ideas on this topic were published in 1949, in a book entitled "Basic Principles of Curriculum and Instruction.".
For this researcher, the development of a good educational curriculum has to do with posing four different questions that affect the purposes of the center, the organization of educational experiences, and their evaluation..
According to Ralph W. Tyler, in order to determine which curricular model is the most suitable for a study center, it is necessary to ask the following four questions:
- What educational purposes does the school intend to achieve??
- What educational experiences can be carried out in such a way that it is most likely possible to achieve those purposes??
- How can these educational experiences be effectively organized??
- How can you determine if the stated purposes are being correctly achieved??
In addition to these questions, Tyler also believed that the structure of the educational curriculum also had to respond to three fundamental factors that represent the three main elements of the educational experience:
- The nature of the learner, including factors such as personal development, interests, needs, and life experiences.
- The values and objectives of society, as well as the attitudes and principles that drive it.
- Applicable knowledge of each subject, that is, what is believed to be valuable to teach on each subject.
Thus, while answering the four questions posed by Tyler, those in charge of developing a school's curriculum have to filter their proposals using these three factors..
Tyler's model has been harshly criticized for being too linear and directive when it comes to creating a good school curriculum. Some critics believe that it is outdated and that it does not take into account the latest theoretical discoveries on the subject, and that it is only useful for leaders who are not in contact with the educational field.
But perhaps the greatest criticism of Ralph W. Tyler's work is the one that says that his curricular model is mainly focused on achieving greater social efficiency, that is, on conditioning students to comply with the norms of the culture in the classroom. who are immersed.
Tyler never responded satisfactorily to these criticisms. However, he did not do so because he believed that anyone who wanted to question the validity of his model should be able to propose a better alternative to it, which none of his detractors could do..
Thus, despite criticism of the curricular model, this continues to be one of the most influential in the development of the syllabi studied in all types of educational organizations..
Ralph W. Tyler did not make many other contributions to the world of education at the theoretical level. However, thanks to the fame he achieved due to his curricular model, he became a direct advisor to several international governments in matters of education, thus helping to create the educational contents of several countries..
Some of the most important governments Tyler worked with were the United States, Ireland, Sweden, and Israel. In many other territories, its influence can also be felt indirectly.
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