Comparing Two Education Philosophers - Neil and Tyler - Assignment Example

Name : xxxxxxxxxxx Institution : xxxxxxxxxxx Course : xxxxxxxxxxx Title : Comparing two Education Theorists/philosophers Tutor : xxxxxxxxxxx @2010 Introduction Ralph W. Tyler born in 1994 was an American teacher whose profession was to deal with assessing and evaluating educational activities. During his tenure, he advised several bodies concerning educational issues. He also established a committee that developed a national assessment body on education. A.S Neil was also an educationist England. Neil acted as a mentor to many college students. He established his first school in the year 1924, known as the Summer hill school in the early 20th century. Both educationalists contributed greatly to curriculum development and the schooling system. Question 1 The difference between the opinions of the two theorists include, Ralph Tyler proposed that when designing a curriculum it is importance of formulate, evaluating and finally organising educational objectives in a criteria that they can easily be identified and attained. Tyler stressed on the importance of educational objectives which was to be expounded beyond a mere regulation and memorisation. Neil on other hand did not base the curriculum on the formulation of objectives, but rather on the concept of the ‘freedom school’ whereby learning experiences are fundamentally decided by the learner. Neil believed that children are innately realistic and wise therefore if they were left alone without the supervision of adults, a child can develop his capabilities efficiently. Therefore on the basis of this particular perception, Neil did not actually believe on the relevance of the formulation of objectives to for the learning process, rather he believed in the freedom of learners in choosing what the objectives they want to attain within the learning environment. Ralph Tyler insisted that child study is a continuous process and so is the aspect of child development. Therefore it is essential for a child to be integrated in the learning process as one of the essential aspects of development. A.S Neil on the other hand insisted that a child should not be pushed too much to learn what he/she cannot basically grasp. They should be left alone until the proper time for such education may arise. Neil did not insist on the classroom learning as part of the development process. Ralph Tyler proposed that during the learning process, teachers are require to be actively involved in the students learning process through monitoring, making rules and guidance of the learners. Neil on the other hand depicted a situation where integration of teachers in the learning process becomes more inconvenient for learners, Neil’s insisted on a child freedom to play and do whatever his/her heart thinks is right or wrong. He further stated that a child who is forced to do something is likely to develop a negative attitude towards the subject, thus end up hating his learning process. Ralph contribution towards the curriculum was mainly to design a perfect project that will be responsible in re-examining the course of the student’s requirements in schools. His study is referred to as an eight year study. The project carried out instituted thirty secondary schools which agreed to participate in the development project. Tyler was able to convince many schools if not all on the purpose of the project. He insisted that teachers must be able to evaluate the following; determine the educational purpose of the course, the main target and purpose of the study and show how learning experiences may be effectively organised in schools. In addition teachers were encouraged to put in place better strategies that would ensure that this purposes have fully been attained. Neil’s on the other hand lived during the period of the freedom movement and the great depression, which influenced his view towards the development of a schooling system that advocated for the freedom of children. He insisted on the freedom for learners to make viable decisions and choices in education, freedom to express his/ her feelings or sentiments and freedom to follow someone’s instincts and requirements. For instance on the issue of play he stated that “Childhood play is automatically not adulthood play and therefore no single child ever gets sufficient of play” (Neill: 32). The school setting rules for relegation play to precise places and times, smilingly not during the time meant for learning, contradicts a child liberty, the child learns to hold back their requirements through anger and bitterness, especially when there is a system that is penalizing. Question 2 Ralph Tyler worked in Ohio State in the late 1929 where he had already established his thoughts on matters regarding the educational objectives. While still living in Ohio, he made significant discoveries on a better means and methods to be used in his study; he started with solidifying his understanding of learning process. As a result it of this, he was able to discover new patterns and behaviours, which regulates human thinking and feeling. In his opinion he wanted to create a society were, man behaviour was regulated by thinking. That before making any attempt to act one should apply reasoning. The cryptic difference between studying bits and pieces of information are brought about by clear reasoning of an individual. Tyler states that learning does not only revolve around subjects but also an individual should be able to practically apply his knowledge obtained in classroom. This pattern enhances an individual to cope with situation that may come along the way, and therefore advancing the society they live. Neil believed schooling dominated the children’s time and at times it caused depression and trauma among many children if not all. The main aim of this study was to safeguard interest of the person child. These children would then develop their nature, do good thing and eventually new civilisation would then be born. The main concern of summer hill school was to rationalise a child emotion and the institutions learning processing order to facilitate good knowledge and understanding of the learning process. Neil’s teachings were much simpler, substantial and more radical as compared to other educators dealt with the same matters at hand. His basic aim was to build a type of society were men were free, free to make choices and interact. The participation of Neill in the great depression and the freedom movements impacted his perspective toward building the Summer school were freedom such as class not being compulsory and students being allowed to wear anything, choosing play time and when to learn. Through his believe in a an freedom environment, the type of society that Neill wanted to device a society were men were free to choose the way they act and believe. In his perspective society should be self governing and based on principals of democracy Question 3 Through his contributions in devising changes in the curriculum he proposed that graduates should be able to adequately cope with their environment after taking part in the learning system. He asserts that education should be a process that is meaningful and should therefore ensure that the learned person can adequately cope with the situations in life. He further proposes that graduates should be able to differentiate between being educated and the aspect of simply knowing facts. Graduates should ensure that the knowledge acquired in the education system should assist them in making societal progress rather than destruction. Neil proposed that the outcome of the education system should be reflected on graduates, whereby it should develop men who can fit within the economic system, men who can smoothly cooperate. He further states that people derived from the education system should be independent however ready and willing to do what is expected of them. He also proposes additional outcomes of graduates such as they should be able to fit within the social environment without any sort of friction, they should have the capacity to be directed without force, being lead without the existence of a leader. In summary Neil proposes that education should assist an individual survive in the social context in a harmonious manner. Neil proposal can are fundamentally based on responding to life in a useful manner. Question 4 Ralph Tyler wanted to create awareness through education research. His role was mainly to continue with what his father was had been studying about the behavioural science. His task was to address matters that dealt with the most disadvantaged children in the society and find resolutions for those problems if possible. He also worked hard in order to evaluate on the education system of the United States of America and gave recommendations on the same matters at hand. Ralph made a lot of progress in education agencies for instance; national science board, development panel and research foundation. In addition, he made a tremendous campaign for young children who were initially denied several right and freedom. Both Ralph and Nein study were meant to educate mostly the youth on the importance of understanding how their community is governed and the impacts or consequences of their governance. Where most students if not all participate in a community tend to develop a participation habit which is most ideal in their growth and development. It also develops students thinking capacity to see matters in a wider perspective thus allow them to think critically about matters of governance. In addition, their views enabled students to be able to make a clear distinction between private and public rights and what amounts to a breach of in case someone’s rights are infringed. It determines the penalties for such infringement. Last but not least, this study has helped students to be socially active and more interactive with their fellow students and other members as well. Question 5 Tyler stressed on the need of basing the curriculum beyond aspects of regurgitation and memorization. Learning should not only be based on talking about the content of the curriculum but rather one should acquire the ability to evaluate what they can do with the content they learn. Tyler seems to base his argument not only on facts but also behaviour. Therefore many analysts identify him with the notion of behavioural objectives. A.S Neil on the other hand bases his view point concerning the curriculum on a radical approach of child rearing. His perspective is basically inclined in the provision of a suitable environment were the curriculum can efficiently be followed. He believed on the learner centred type of curriculum were the needs of the learners, become the core of the curriculum. Another difference between the two theorists is based on the Tyler’s perspective of the application of the curriculum within the classroom context. He urges curriculum developers to put emphasis on adjusting the curriculum in a manner that will ensure that proper outcomes are attained within the classroom context. Neil on the other hand does not base his perspective on implementation of the curriculum in the classroom set up but rather also on the outside environment whereby learners should be facilitated with adequate facilities to interact with, he believed that such aspects also form part of the learning process. The similarity of the perspective of the two theorists is based on fact that they both emphasize on the fact that the curriculum should not just be based on intellectual development but rather diverse objectives such as individual development in conjunction with developing intellectual capacity. The both stress on a holistic process for learners who can be useful to the society. Tyler was the first educator to who came up with an advanced study of behavioural sciences at a place called Stanford. He worked in that position for almost fourteen years. He eventually established a firm principle that which several scholars were able to inquire free of charge without any problems. As a result, many scholars were able to do most of their research with very minute problems or no problems at all. References Rusk, R, R, 2006, an outline of experimental education, St. Martin's Press, 118 pages. Mullane, L, 2001, Bridges of opportunity: a history of the Centre for Adult learning and Educational Credentials, American Council on Education University of Michigan Kliebard, H, M, 1975, Curriculum theorizing: The reconceptualises, McCatches Publishing Corp. Neill, A.S, 1960, Summerhill School: A New View of Childhood, New York, St.Martin’s Press. Reid, W, A, Walker, D,F, 1975,Case studies in curriculum change. London,Routledge & Kegan Paul. Schwab, J, J, 1964, structure of knowledge and the curriculum Chicago, and McNally & Company. Read More