Revealing the Hidden Curriculum in Higher Education (original) (raw)
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3 Revealing the Hidden Curriculum in Higher Education
The so-called 'hidden curriculum' (HC) is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education (HE). The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student's experience as the starting point of learning. In this article we turn to several philosophers of education (Dewey, Kohlberg, Whitehead, Peters and Knowles) to propose that HC can be made explicit in HE when the teacher recognizes and lives his/her teaching as a personal issue, not merely a technical one; and that the students' experience of the learning process is not merely individual but emerges through their interpersonal relationship with the teacher. We suggest ways in which this interpersonal relationship can be strengthened despite current challenges in HE.
ART. 13. Revealing the Hidden Curriculum in Higher Education
The so-called 'hidden curriculum' (HC) is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education (HE). The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student's experience as the starting point of learning. In this article we turn to several philosophers of education (Dewey, Kohlberg, Whitehead, Peters and Knowles) to propose that HC can be made explicit in HE when the teacher recognizes and lives his/her teaching as a personal issue, not merely a technical one; and that the students' experience of the learning process is not merely individual but emerges through their interpersonal relationship with the teacher. We suggest ways in which this interpersonal relationship can be strengthened despite current challenges in HE.
A narrative study of the hidden curriculum in a private higher education institution
2021
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Two Cheaters’ Game. The Hidden Curriculum in Private (non-public) Institutions of Higher Education
Studies in Teacher Education: Psychopedagogy, 2005
It is often silently suggested that the hidden curriculum of educational institutions is the same or similar in each of them, thus creating “the school essence”. A different approach was presented by J. Martin (1983, in: Janowski, 1995), who rejected the idea that one universal hidden curriculum existed and functioned everywhere where any teaching process took place. If we are to talk about the hidden curriculum – he emphasised – we should talk about one definite, concrete curriculum of a given institution which functions in a given time and place, among given people. Thus the researcher’s task is to uncover it and assess its negative results, giving up on abstract deliberations whether the effects are “generally” positive or negative. Accordingly, it should be assumed that the hidden curriculum can be only analysed through discovering and interpreting various aspects of educational practice in concrete institutions. This assumption was realised through devising a survey form to analyse the hidden curriculum in non-public institutions of higher education, which comprised 56 questions concerning the practice of the teaching process. Another source of information was web sites of private schools of higher education.
The role of the hidden curriculum: institutional messages of inclusivity
Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs' work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, 'To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?' and propose the hidden curriculum to be an area we can no longer neglect.
The gears of the hidden curriculum revisited
Journal of curriculum theorizing, 2018
In this Book Review on Dumbing us down: The hidden curriculum of compulsory schooling , Gatto shares some of his ideas concerning the American education system, inviting the readers to reexamine it, particularly its formal school settings. The author highlights common school practices that often go unnoticed that comprise the hidden curriculum. By unveiling these practices, Gatto affirms that the current school curriculum is designed to serve economic and political interests, instead of students' needs for learning. In his view, schools' aim to teach students rules of behavior that safeguards their obedience to abide by corporate capitalism demands. Gatto also presents harsh criticism explaining that the present crisis on education is related to an identity loss by American community values. Therefore, this publication aims to broaden the understanding about the hidden curriculum for those who wish to develop a critical examination of this topic.
Quality Indicators of Hidden Curriculum in Centers of Higher Education
Procedia - Social and Behavioral Sciences, 2011
The present study tries to examine and recognize quality indicators of hidden curriculum in centers of higher education; it was a survey in nature. After examining background and literature of the study, indicators and effective factors on hidden curriculum centers of higher education were recognized. Then a researcher-made questioner on the basis of the recognized indicators was set. The statistical society of this research project were all managers as well as university experts; the statistical sample of the study were some managers (university chancellors, vice-chancellors, and deans) and university faculty members all in Golestan province of Iran. The findings of the study are as follows: Applying modern trends in curriculum Holding scientific lecture Applying modern technologies in research Motivational curriculum Counseling and guidance Holding scientific societies Full attention to learning in universities Holding workshops for employees Facilities and equipment
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the "formal" curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.