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QUESTION 1
1. Discuss the differences between Ralph Tyler's objectives approach and Lawrence Stenhouse's
process approach to curriculum development (Chapter 1).
Ralph Tyler's objectives (instrumental/product) approach and Lawrence Stenhouse's process
approach represent two fundamentally different perspectives on curriculum development. Their
differences are evident in their views on the teacher's role, the learner's role, curriculum planning,
teaching methods, and assessment.
Lawrence Stenhouse's Process
Aspect Ralph Tyler's Objectives Approach
Approach
The teacher is primarily
The teacher is an active researcher
an implementer of a pre-determined
and facilitator. Teachers should
plan. The teacher's role is to specify
research while they teach, evaluate as
behavioural objectives, select content
they research, and change course
and activities that fit these objectives,
Teacher's during the teaching process if
and implement the prescription
Role necessary (CUS3701, p. 18).
(CUS3701, p. 17; du Plessis et al.,
Stenhouse placed "teachers right at
2025, p. 21). The teacher is seen as a
the heart of the curriculum
technician who follows a logical,
development process" (du Plessis et
systematic framework (CUS3701, p.
al., 2025, p. 19).
17).
The learner is an active
participant in a process. The
approach is learner-centred, creating
opportunities for children to develop
The learner is the recipient of the through a process of finding
curriculum product, which is made up information for themselves and
of specific skills, knowledge, and applying their own answers to new
values that must be mastered (du situations (CUS3701, p. 18). Learners
Learner's
Plessis et al., 2025, p. 15). Learning is are given a chance to express their
Role
focused on achieving the set objectives. own views and reflect on their own
The approach is less focused on learner experiences.
participation and more on attaining
measurable outcomes.
QUESTION 1
1. Discuss the differences between Ralph Tyler's objectives approach and Lawrence Stenhouse's
process approach to curriculum development (Chapter 1).
Ralph Tyler's objectives (instrumental/product) approach and Lawrence Stenhouse's process
approach represent two fundamentally different perspectives on curriculum development. Their
differences are evident in their views on the teacher's role, the learner's role, curriculum planning,
teaching methods, and assessment.
Lawrence Stenhouse's Process
Aspect Ralph Tyler's Objectives Approach
Approach
The teacher is primarily
The teacher is an active researcher
an implementer of a pre-determined
and facilitator. Teachers should
plan. The teacher's role is to specify
research while they teach, evaluate as
behavioural objectives, select content
they research, and change course
and activities that fit these objectives,
Teacher's during the teaching process if
and implement the prescription
Role necessary (CUS3701, p. 18).
(CUS3701, p. 17; du Plessis et al.,
Stenhouse placed "teachers right at
2025, p. 21). The teacher is seen as a
the heart of the curriculum
technician who follows a logical,
development process" (du Plessis et
systematic framework (CUS3701, p.
al., 2025, p. 19).
17).
The learner is an active
participant in a process. The
approach is learner-centred, creating
opportunities for children to develop
The learner is the recipient of the through a process of finding
curriculum product, which is made up information for themselves and
of specific skills, knowledge, and applying their own answers to new
values that must be mastered (du situations (CUS3701, p. 18). Learners
Learner's
Plessis et al., 2025, p. 15). Learning is are given a chance to express their
Role
focused on achieving the set objectives. own views and reflect on their own
The approach is less focused on learner experiences.
participation and more on attaining
measurable outcomes.
