In the section of Michael Schiro’s book titled “Social Efficiency Ideology”,he touches on multiple aspects of education including curriculum, behavior, objectives and standards, knowledge/learning, and child/teacher roles. The intense focus on evaluation and consequence is perhaps one of the most recognisable identification of the Tyler Rationale in my own schooling experience. I also saw the idea of the model citizen or the finished product in my own schooling. The only distinction being that Schiro’s version of a ideal citizen is shaped around labour and industry whereas today an ideal citizen is more shaped around university(PhD’s, etc.).
One of the ways the Tyler Rationale is very limiting is in its tendency to look past diversity and human nature. In this theory students are not seen as individuals with independent worldview and their significance is measured in becoming active members of society. This tightly controlled approach to child development and this push to get students to “emit the desired behavior” (Schiro 90) will become complicated once students don’t act or respond in the way they are designed to. There is also no room for variation or autonomy in this form of education which essentially sets up many students for failure.
In turn, the Tyler Rationale is quite favourable in regards to predictability and structure. Students and Teachers are given clears goals which can increase efficiency. The structure and repetition of this ideology is also beneficial in terms of discipline and leadership. Students (especially students exposed to chaotic environments) often like stability and find comfort in consistency and clear cut expectations.