Tyler says that everyone who has to design a curriculum will have to go first to three sources: the students, the society, the content requirements.
Having in mind these elements four basic questions must be answered to develop a successful curriculum.
The educational objectives must be derived from systematic studies about students, from studies of contemporary life in society and from analysis of the study subjects carried out by specialists.
Every institution is under a philosophy and learning and the objectives must be well impregnated with the entire system in which that institution is immersed.
In no way should the objectives be written reaching goals other than the institution's philosophy.
For Dewey, as for James, the human ability to think had evolved. The mind was an adaptable faculty and had a functional role to play in the life of each individual, which would guide intelligent action in a changing world.
He was against of what he called "the viewer's knowledge theory."
In Democracy and Education, Dewey wrote: "In schools, you look at those under teaching, as if they were acquiring knowledge as theoretical spectators, minds that appropriate knowledge through direct energy of the intellect.
He intended to formulate new pedagogical proposals in opposition to the traditional school.
The practice itself Dewey's methodological proposal consists of 5 phases: 1. Consideration of some actual and real experience of the child. 2. Identification of a problem or difficulty raised from that experience. 3. Inspection of available data, as well as search for viable solutions. 4. Formulation of the solution hypothesis. 5. Verification of the hypothesis by the action.
Dewey emphasized that humans are social beings and wrote: "I believe that the individual who is educated is a social individual, and that society is an organic union of individuals.
Dewey remarked that the learner must always be active, an actor or participant in an ever-changing world.
The word" student " itself has arrived almost to mean someone who is not dedicated to having beneficial experiences, but to absorb knowledge directly.
