Abstract
| Language | English |
|---|---|
| Journal | Studies in Philosophy and Education |
| Volume | 37 |
| Issue number | 5 |
| Pages | 481-498 |
| Number of pages | 18 |
| ISSN | 0039-3746 |
| DOIs | |
| State | Published - Sep 2018 |
Bibliographical note
Published online: 21. March 2018
Keywords
- Hidden curriculum
- Higher education
- Teacher role
- Philosophy of education
- Teacher–student relationship
Cite this
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Revealing the Hidden Curriculum in Higher Education. / Semper, José Víctor Orón; Blasco, Maribel.
In: Studies in Philosophy and Education, Vol. 37, No. 5, 09.2018, p. 481-498.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Revealing the Hidden Curriculum in Higher Education
AU - Semper,José Víctor Orón
AU - Blasco,Maribel
N1 - Published online: 21. March 2018
PY - 2018/9
Y1 - 2018/9
N2 - 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.
AB - 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.
KW - Hidden curriculum
KW - Higher education
KW - Teacher role
KW - Philosophy of education
KW - Teacher–student relationship
KW - Hidden curriculum
KW - Higher education
KW - Teacher role
KW - Philosophy of education
KW - Teacher–student relationship
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U2 - 10.1007/s11217-018-9608-5
DO - 10.1007/s11217-018-9608-5
M3 - Journal article
VL - 37
SP - 481
EP - 498
JO - Studies in Philosophy and Education
T2 - Studies in Philosophy and Education
JF - Studies in Philosophy and Education
SN - 0039-3746
IS - 5
ER -