Revealing the Hidden Curriculum in Higher Education

José Víctor Orón Semper, Maribel Blasco

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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 languageEnglish
JournalStudies in Philosophy and Education
Volume37
Issue number5
Pages (from-to)481-498
Number of pages18
ISSN0039-3746
DOIs
Publication statusPublished - Sep 2018

Bibliographical note

Published online: 21. March 2018

Keywords

  • Hidden curriculum
  • Higher education
  • Teacher role
  • Philosophy of education
  • Teacher–student relationship

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