Skryté kurikulum vo svetle metodologického holizmu a metodologického individualizmu

• Authors: Lukáš Bomba

Title variants

EN

Hidden curriculum in the light of methodological holism and methodological individualism

• Languages of publication: CS

Abstracts

EN

The article analyses theoretical and methodological problem of hidden curriculum at school. It compares individualistic and holistic approach in connection to research, measurement and analysis of hidden curriculum. The goal of the study is to present the inconsistency in understanding and explaining the concept of hidden curriculum. The inconsistency is grounded in the absence of paradigmatical background. The theories of hidden curriculum are devided into two groups. The first group is grounded in individualistic approach and the second group is grounded in holistic approach. The examples of empirical studies are used as tools to grasp hidden curriculum at school. The study concludes that the definitions and understanding of the concept of hidden curriculum are logical conclusions of methodological approach and empirical investigation of hidden curriculum in research. The methodological approach and empirical investigation reversely constitute the theory of hidden curriculum. The individualistic paradigm grasps hidden curriculum as a an implicit socialization of a child through the actions of individuals in the school. The holistic paradigm understands hidden curriculum as institutionalized nature of ideology or the tool for reproduction of society.

Keywords

EN

Hidden curriculum; School; Methodological individualism; Methodological holism

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2013
• Volume: 23
• Issue: 1
• Pages: 27-47

Contributors

author

Lukáš Bomba

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31, 603 00 Brno, Czech Republic