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Curriculum Development in the Twenties and Thirties by Ralph W. Tyler — 1971The American leaders of curriculum development after World
War I sought to base their guiding principles upon the results of
scientific studies of education. Thorndike's investigations of transfer
of training had destroyed the earlier confidence in the educational
value of school subjects as such. Formal discipline could no longer
be invoked to justify the inclusion of such fields as Latin and
geometry in high school programs. The relevance of the content of
the curriculum to the problems and activities of contemporary life
had to be considered. Furthermore, scientific studies of memorization
showed that children forget material in a short time unless
they have frequent occasions to recall what they have memorized.
These findings suggested that curriculum content must be selected
which children will have early and frequent occasions to use.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 70, No. 1. |
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- Ralph Tyler
Center for Advanced Study in the Behavioral Sciences
RALPH W. TYLER is the Director Emeritus of the Center
for Advanced Study in the Behavioral Sciences.
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