Abstract
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.
Original language | English |
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Journal | Studies in Philosophy and Education |
Volume | 37 |
Issue number | 5 |
Pages (from-to) | 481-498 |
Number of pages | 18 |
ISSN | 0039-3746 |
DOIs | |
Publication status | Published - Sep 2018 |
Bibliographical note
Published online: 21. March 2018Keywords
- Hidden curriculum
- Higher education
- Teacher role
- Philosophy of education
- Teacher–student relationship