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Essay / Research Paper Abstract
A 6 page exploration of the so-called "hidden curriculum" and its importance in the educational arena. This paper emphasizes that students should be approached as individuals and teacher expectations and approaches modified accordingly. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: AM2_PPedHddn.rtf
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Unformatted sample text from the term paper:
is structured around both visible elements of the educational process and invisible elements. The books, desks, classroom organization, and course plans that are found in schools around the world
are examples of the visible elements of education. In the original edition of "Life in Classrooms" (published in 1968 and last reprinted in 1990), sociologist Philip Jackson introduced the
phrase "hidden curriculum" to describe the other elements that were at play in the educational process. These invisible elements, the so-called "hidden curriculum", consist of such factors as the
expectations that are being placed on the student, the techniques that are used to motivate the student, and the particular learning styles of the student. In many respects the
hidden curriculum revolves around societal expectations, expectations that require the student to conform to societally approved norms and mores, a process that necessitates the students acceptance of:
"the denial and interruption of their personal desires and wishes" (Jackson, 1990).
This is a process in which the student is in effect learning how to learn, a process that requires various sacrifices
so that they can obtain knowledge. Teacher Expectations
Although the hidden curriculum is invisible, it is still a controllable aspect of the educational process. The reins of this control lie in the hands of the teachers.
Teacher expectations and interpretations, in fact, direct the content of the hidden curriculum. There are, of course, other elements at play (elements such as peers etc.) in this direction
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