In his book Basic Principles of Curriculum and Instruction, Ralph Tyler outlines four critical components of curriculum that can serve as a guide for creating curriculum and as a tool for curriculum analysis and interpretation. The four fundamental components consist of educational goals (or objectives), educational experiences (or learning activities), organization and evaluation (Tyler, 1949, p. 1). Although Tyler discusses each of these four components, nearly half of the book is devoted to the section on goals. For Tyler, objectives are the starting point in curriculum development and the cornerstone upon which the rest of the curriculum is shaped. Given the changes that have occurred in education in particular and in our society in general, there was a fair amount of information that may not apply to our current educational situation. As I read, though, I found it astonishing that so much of what Tyler said nearly sixty years ago is relevant today. However, when I attempted to examine Tyler's logic from a neutral perspective, that is, not through the eyes of a present-day educator, but simply through the eyes of an educator, it was the section to which he devoted the majority of the book, the objectives, which I was able to criticize various aspects. As I further examined the objectives two areas of criticism emerged: time and resources and objectives versus activities. When creating goals, Tyler suggests using studies of students and contemporary life. While I think this information is valuable, I doubt the feasibility of having the time and resources to carry out such studies in a way that results in the creation of goals. Ty......middle of paper......icism. As with most educational theories or concepts, I think there is something to learn from each and that no one concept needs to be adopted in its entirety to be effective. Choosing pieces of various concepts that work for a particular district, school, or teacher allows for the creation of a solid curriculum that meets the needs and works with the styles of each participant: district, school, teacher, and student. References Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.Wiggins, G. & McTighe (2005). Understanding through design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Wyoming's rating system. “The Wyoming Comprehensive Rating System Design Report.” http://www.k12.wy.us/SA/wycas/archive/PubsPresent/pubs/TestDesign/glossary.htm