Abstract
Over the course of a century in the context of a field of practice, certain individuals emerge whose work functions as a beacon for others. At times the illuminating quality of the work produced is due to its theoretical power. At other times it is related to its practical utility. These educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and tests and examinations are prepared. All aspects of the educational program are really means to accomplish basic educational purposes. Ralph Winifred Tyler's commitment to a means-ends model of planning is apparent in the central place that behavioural objectives occupy in what has come to be known as 'the Tyler rationale'. For Tyler, the specification of objectives was the only way in which learning experiences could be meaningfully selected, organized and whose consequences, when the curriculum was implemented, evaluated.
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