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To determine the objectives of education, I analyze the learners themselves. What is the nature of the learner, and what are his or her goals and needs in life? These goals can also be deduced from life itself. Obviously, it is futile to dwell on things that were important twenty years ago but no longer have significance today, and at the same time neglect areas which are important today. This approach, however, can be criticized from the point of view that (a) not all contemporary activities are desirable; (b) life is always changing and contemporary activities will also become obsolete; and (c) some contemporary activities are not interesting and relevant to children.
Thus, contemporary life cannot be used as the sole basis for deciding educational objectives. Another source of educational objectives is the subject specialists themselves.
Educational objectives derived from these three sources are more than adequate to provide objectives for an educational program. What is most desirable is that there be a small but consistent number of objectives because it requires time to achieve an educational objective; it requires time to achieve change in human behavioral patterns that include values, ideals, habits, and practices. In some cases, objectives may be inconsistent with each other, if derived from different sources. Hence, to select a small group of important and consistent objectives, a screening process is necessary, and herein lies the importance of an educational and social philosophy. According to Tyler, an educational and social philosophy can actually operate as a screen for selecting and eliminating educational objectives... In essence the statement of philosophy attempts to define the nature of a good life and a good society.[1]
Thus, if a society holds moral values highly, then it is important to emphasize objectives that aim at the development of moral values. Similarly, if a society cherishes democratic ideals, it would naturally highlight these ideals in its educational aim.
Another screening mechanism is obtained by applying the psychology of learning.[2] For example, the psychology of learning will inform educators of objectives that are more appropriate for a particular age level. It will also enable curriculum planners to distinguish between behavioral changes that can be achieved through the learning process from those that cannot.
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