HIDDEN CURRICULUM OR THE POWER OF THE SIDE EFFECTS IN SCHOOL EDUCATION
Journal Title: Knowledge International Journal - Year 2018, Vol 26, Issue 2
Abstract
Every recurring characteristic of school life influences students’ beliefs, behavior, and attitudes towards education, norms and symbolic models in society. The unofficial, unwritten, often unintended or unconscious “messages” in educational environment, all things that are learnt in school in the process of relationships in addition to the official curriculum are defined as hidden curriculum. Hidden curriculum is acknowledged as the socialization process of schooling. Some of characteristic and the types of hidden curriculum as aspects of symbolic human environment are maintained over time; others have changed or are reconstructed. This paper is aimed to present some key aspects of hidden curriculum that play a major part in development of students and often contradict the officially declared goals for the development of originality, creativity, self-regulated learning. The analysis is focused on different features of the educational process that lead to passive acceptance and do not promote active learning and understanding. The negative cognitive and affective effects on outcome of students coming from “philosophy of collecting”, “right answerism” are discussed. The importance of powerful knowledge that develops critical awareness of the forces structuring the live is emphasizes. The teaching strategies, teachers’ expectations and their interpretive schemes, hidden curriculum of language, hidden criteria of assessment are discussed in the context of their effect on students’ living approach and attitudes to learning. The symbolic features of relationships and physical environment are analyzed. The silent messages from educational space are important not only for cognitive development, but also for socialization of students as active persons or as dependent followers of rules. Hidden curriculum occurs not only through the actions of teachers and the official institutions. Students’ attitudes to learning give additional characteristics of it, both with positive and negative effects. In the time of digital transformation of culture the changes coming from students’ activities and attitudes are very important. The analysis and conclusions are made on the base of key types of hidden curriculum described by different researchers, observations and focus groups involving students from Faculty of Education, Sofia University “St. Kliment Ohridsky”.
Authors and Affiliations
Silvia Varbanova
Keywords
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