The Image of Science, Technological Consciousness, and the Hidden Curriculum

Dados Bibliográficos

ID12010397
AutoresDavid Gordon (0000-0002-9557-7405, Ben-Gurion University of the Negev, autor correspondente)
Ano1984
Volume14
Fascículo4
Páginas367-400
Data de publicação1984-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCurriculum Inquiry (JOURNAL)
Identificadores do periódicoISSN: 0362-6784 • E-ISSN: 1467-873X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03626784.1984.11075937
OpenAlexW2074831371
IdiomaEN
Citações recebidas7
Referências citadas30

curriculum to the development of the students' image of science. The latter is a term I will explain in greater detail later. It may be useful, however, to begin by assuming its meaning to be clear on the intuitive level, and to address the question: Why is the hidden curricular teaching about the image of science important? The answers I propose take up this question in two stages. First, why is the hidden curriculum in general an important part of life? And, then, second, why is the hidden curriculum about the image of science important? With regard to the general importance of the hidden curriculum: A few years ago would have been relatively easy to explain this. As Bloom (1972) argued, the hidden curriculum is a far more effective curriculum than the manifest curriculum because it is so pervasive and consistent over the many years in which our students attend school (p. 343). Not only that, but, as Bloom hints in his article, the teachings of the hidden curriculum often contradict or are at least different from the teachings of the manifest curriculum. In other words, research on the hidden curriculum could be seen as being concerned with what was really important in schools

Consciousness · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Epistemology · Hidden curriculum · Mathematics education · Meaning (existential · Pedagogy · Sociology · Educational Assessment and Pedagogy · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Philosophy · Psychology