Differentiate among the formal, informal and hidden curriculum

Differentiate among the formal, informal and hidden curriculum The world is ever changing, and what is taught in schools must also change. The concept of curriculum planning must be viewed critically at the purposes, content and processes in a holistic manner. How we perceive of curriculum making is important because our conceptions and ways of reasoning about curriculum reflect and shape how we see, think and talk about, study and act on the education made available to students. Our curriculum conceptions, ways of reasoning and practice cannot be value neutral. They necessarily reflect our assumption about the world, even if those assumptions remain implicit and unexamined. Furthermore, concern with conceptions is not merely theoretical. Conceptions emerge from and enter into practice (Cornbleth, 1990). In essence, ones approach to curriculum is shaped by ones views of the world and their values (philosophy), of how children develop and behave (psychology) and on social issues (sociology) (Harris, 2010). This paper will seek to define the conce pt of curriculum, the formal, informal and hidden curriculum and provide arguments explaining the extent to which the hidden curriculum has a greater impact than the formal curriculum on the development of learners. Depending on ones conception of curriculum, the definition may vary. But an important point to note is that the definition is not static, it is dynamic in that it changes over time. According to Todd writing in 1965, A curriculum is defined as the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school (pg 2). Another definition as posited by Wilson writing in 1990, defines the curriculum as Anything and everything that teaches a lesson, planned or otherwise. He argues that humans are born learning, and therefore the curriculum must encompass a combination of the hidden, informal, formal, political and societal curricula as students learn continuously through experiences and modeled behaviours from their teachers and other members of staff whether administrative, ancillary or otherwise. Dimensions of curriculum planning will encompass the elements or approaches, the types (formal, informal and hidden) and the conceptions or orientations. Whichever type of curriculum is adopted by a department, emphasis must be on the needs of the students, the school context and statutory and syllabus requirements. Wilson (2005) argues that the types of curriculum that exists are open to interpretation as the curriculum reflects the models of instructional delivery and the psychological classifications of learning theories. While he contends that many curricula exist, the formal/overt, informal and hidden curricula are widely used within educational institutions. The formal curriculum is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confi ned to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively (Wilson, 2005). The formal curriculum therefore embodies the learning activities that are planned, organized and implemented within regular school hours. The informal curriculum on the other hand refers to the learning experiences adopted from other agencies outside the formal setting such as parents, peers, media and community. The informal curriculum is sometimes referred to as co-curricular activities. Longstreet and Shane (1993) view the hidden curriculum as the kinds of learning children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators (pg 46). Whichever type of curriculum is chosen to meet the needs of the students within the defined school context and in lieu with the statutory and syllabus requirements must encompass a h olistic approach to curriculum planning. Sociologist Philip Jackson coined the term hidden curriculum in 1968, although the concept has been around much longer. Jackson argues that what is taught in schools is more than the essence of the curriculum. He thought that schools should be understood as a socialization process where messages are communicated to students through their experience of being in school, not just from things that are unequivocally taught. From another perspective, the hidden curriculum isà ¢Ã¢â€š ¬Ã‚ ¦ something coming across to the pupils which may never be spoken in the English lesson or prayed about in assembly. They are picking-up an approach to living and an attitude to learning (Meighan, 1981). The hidden curriculum, then, provides a leeway for educators to impress upon students their values, beliefs and most importantly, the dominant cultural capital. The concept of cultural capital, developed by Pierre Bourdieu, is a set of tools and skills acquired through experience that includes knowledge about how to present oneself vis-à  -vis relations of power (Dalmage Isserles, 2000, p. 160). Bourdieu attempts to expand the understanding of capital to something more than just economic by identifying culture as a form of capital. His concern in relation to cultural capital was with its continual transmission in ways that perpetuate social inequalities. Bourdieu explains school success by the amount and type of cultural capital inherited from the family milieu rather than by measures of individual talent or achievement. For him, ability is socially constructed and is the result of individuals having access to large amounts of the dominant cultural capital. Cultural capital includes ones language, etiquette, preferences, and taste, which Bourdieu (1977, p. 82) terms subtle modalities in the relationship to culture and language. The hidden curriculum therefore has a greater impact than the formal curriculum in the transmission of cultural capital. This is apparent as the formal curriculum is limited to the school context (academic) and within prescribed hours while the hidden curriculum factors in the social construct of individuals and the society in which they live. These subtle modalities are impressed upon them unintentionally within the delivery of the curriculum and usually have a big influence on them. Take for example teaching a Social Studies lesson on democracy at the secondary level. If the students are not given a voice in the classroom and are treated irrationally, they may have a negative perspective about the nature of society. Jackson writing in 1968 contends that the hidden curriculum emphasized skills such as learning to wait quietly, patiently, exercising restraint, completing work, cooperating with others, being punctual and respecting peer differences (Margolis, n.d. pg 5). These features clearly had nothing to do with educational goals. These educational goals were always covered in the formal curriculum and neglect the inculcation of life skills that would promote social change and conformity, preventing any state of anomie (normlessness) in schools and mainstream society. Robert Dreeben as cited in Margolis article The Hidden Curriculum in Higher Education contends that these skills taught students to form transient social relationships and accept responsibility for their actions. He further argued that the hidden curriculum taught students values such as independence and achievement which will be essential for their transition from childhood to adulthood. Within the secondary schools, work is usua lly assigned by teachers with no indication that it must be done. The hidden curriculum encompasses such an enquiry approach where students must create their own learning experiences rather than relying on the teacher for strict guidance. Such guidance is usually systematic and deliberate and falls within the formal curriculum and subsequently does not teach the value of independence or any other life skill. What usually happens is where students thoughts are merely those of the teacher. An argument put forward by Palermo 1990, stated that These days we talk a lot about objectives, subjects, timetables, syllabuses, standards and technologies. These are all important issues, but they seem to me like the tip of the iceberg, what we can see and hear and talk about: the overt part of a curriculum. But what we do not see is just as important, and perhaps more: it is the hidden or covert curriculum, and this is made up of what people teachers, students, parents, administrators bring to it, in terms of their beliefs, attitudes, expectations, motivations. It seems to me that this submerged curriculum is largely unknown, rarely spoken about, and very often underestimated. Quite frankly, she is right. Her argument is that while the formal curriculum is necessary, the hidden curriculum provides a more holistic approach in ensuring that students cognitive, psychological and behavioural traits are taken into consideration when devising a curriculum. The hidden curriculum althou gh unintended usually facilitates the transmission of beliefs with affect how students make decisions regarding their life. This curriculum provides students with a voice in the classroom and does not follow a systematic and deliberate approach to teaching and learning. The hidden curriculum cannot be used in isolation from the formal curriculum. Both complement each other and are essential for the academic, vocational and social development of learners. The formal approach stresses academics within prescribed hours while the hidden curriculum emphasize students forming social transient relationships and the acquisition of societal norms, values and beliefs which in turn affects one desire to participate in deviant acts. This is largely due to the unintended social modalities impressed upon them during the teaching and learning process. While researchers argue that the hidden curriculum elevates and perpetuates the culture of the dominant class a process termed cultural reproduction, they will agree that this curriculum proves more beneficial to oneself and the society in which they live.

The American Savior :: essays research papers

The American Savior   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   GRAHAM This story takes place in America at about 222B.C. It is about two friends who are torn apart by a young, and beautiful girl whose name is Kigan. Samuel, but was also known as Sam because all of his friends called him Sam for short. Sam was born in Thorton to Solomon and his wife but No one knows her name because Solomon was said to be With more than one woman at a time. Samuel grew up with Miracle, now you might wonder Where Miracle got such a name, Miracle got his name Because he was born dead not a heart beat or Breath in him, as preparations where made for His the miracle happened out of no where. Very slowly Miracle came to life like The sun breaking the darkness of night In the eastern sky at the break of dawn. His mother, Angel, and his father, Knight Where astounded for they had witnessed A miracle, so naturally that’s how Miracle Got his name. Sam and Miracle first met in The city of Crump. Both of the young boys Were in the city buying goods because at This time once a boy turned ten he was considered A man and he needed to be responsible And take care of things that needed to be done. Both boys were kept sheltered from the world by Their parents till now, so seeing the city for the first time Was a shocking experience for both, especially by Themselves. They met at a small deli in the city. They talked and decided that they should meet Again sometime and maybe play some games Together. The two boys met every other day in The city where they played together. They grew to Be best friends. Whenever you saw one of them you saw the other. They were inseparable, they went together like the land and the sea. One day Miracle brought his friend Kigan with him to the city and right away Sam fell in love with her and he treated her as if she were a diamond that had never been touched by human hands. He treated her so precious. The day came when a big festival Was going to be held in the city and Sam asked Kigan if she would join him. Kigan told Sam that she would love to join him but had no interest in him and that she was in love with Miracle. After hearing this, Sam was outraged and ran

Choices in Life Essay

Choices in life can be a very difficult thing. One decision in life can make or break your future. People can benefit from having many choices but having too many choices may also be bad. In the article â€Å"A Logical Choice† by Gary Belsky, he explains â€Å"They don’t realize that you can become paralyzed by too many choices and that increased options mean confusion.† (2) An important matter in life is the choice people have to make on where to attend college, what major you want to go into, and even enjoy the career you choose. Choosing the right college can be a difficult choice in someone’s life. Doing good in school can help someone’s decision on selecting a certain college. Every college is different and making the right choice is an important thing. Belsky states, â€Å"When it comes to choosing people are either maximizers or satisfiers.† (3) Maximizers will spend a lot of effort in searching for the top colleges for them to attend too. Satisfiers will try and find a college that is just good enough for them to do good in. When it comes to making a big decision, like choosing a college, it is always difficult making that decision by yourself. Finding someone to make that choice can always help, but you should always trust your own instincts. Trust your instincts and the right choice will come to you. When you make the decision to go to a certain college, it can help you get a good start in your career. College is the place that can help you start your career in the right direction. The career you choose makes your future the way it is. In order for you to be successful in your career, you need to go to the right college. Colleges have certain specialties they teach and choosing the right place can benefit you. Staying in college for a couple years can you help you be knowledgeable towards your career. College is just a place that helps you to become more successful for you to have a successful future and a stable life.

Healing Hospital - 1091 Words

A Healing Hospital Yashate Manning GCU Spirituality in Health Care HLT-310V Pauline King January 27, 2013 A Healing Hospital Love and compassion, along with providing services to others is just a few components of a healing hospital. Often time the hospital is where patients are at their weakest state, both mentally and physically. This environment is a place where diagnosis and treatment of illnesses are implemented with the use of pharmacologic and technical means. It’s vital that the focus remains on the patient as a whole; therefore the physical and spiritual issues must be equally addressed. Patients could be placed in a defenseless circumstance upon admission to the hospital; therefore they may feel a sense loss of their†¦show more content†¦The scripture James 5:14-15: â€Å"Is any among you sick? Let him call for the elders of the church; and let them pray over him, anointing him with oil in the name of the Lord: and prayer of faith shall save him that is sick, and the Lord shall rise him up; and if he have committed sins, it shall be forgiven him.†5:14-15 (King James Version ). It’s apparent there is a need for the elders or faithful people of God to carry out an essential duty of physical and spiritual healing for the sick among them. Not only will the sick be healed but their sins forgiven; therefore the body and mind both are addressed and the person would be made whole. A healthy life is a direct result of a thriving physical, mental, and spiritual state of being. Many people face challenges and illness they have no control over, but this passage should remind us that prayer and faith does change things. A healing hospital is the gateway to holistic healing such as, spiritual, mental, physical, and emotional, which would all be achieved in a healing environment. 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