Search results

1

(Na)časovanie sa v materskej škole

100%

Filagová M.

Studia paedagogica

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2010

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issue 1

47-63

EN

This contribution comments on various impacts of the kindergarten on children’s socialization into the social rhythms of time structuring. One of the consequences of the repeated contact with such specific school environment is the assumption of an obligatory timing framework. We focus on the fact that school is an institution of rather strict daily routine, with activities repeating day after day in the same order. Events at school do not happen because of their actors being interested that they do, but because it is time for them to happen. The time schedule and the rules of the school are impersonal and inevitable. Another consequence of the organization of time in schools is the everyday confrontation with the specific timing structures governing the school life. Children learn to work in units designed for various activities and resting. They get new experience choosing important events and information from a lot of simultaneous actions, paying attention to the essential features of the situation. Also, school introduces children into the “calendar” of the society, explaining time structures like days, weeks, weekends or holidays. Describing and interpreting everyday situations related to the time organization of school life, this text is focused on kindergartens and their role in this process.

2

The Hidden Curriculum in Legal Education

100%

Czarnota A., Paździora M., Stambulski M.

Krytyka Prawa. Niezależne studia nad prawem

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2018

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vol. 10

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issue 2

114-129

EN

The article raises an important problem of legal education in Poland. After covering the changes in legal education in the world, the paper moves on to focus on the role of academic and practical legal education. The authors point to the specific role of the hidden dimension of legal education, which tends to be unseen, but plays a key part in educating lawyers in Poland. The final part of the article discusses the possible changes to be made in the system of legal education.

3

Akademickie ocenianie i jego niezamierzone konsekwencje. Od wymiaru ukrytego do nowej kultury oceniania

100%

Pauluk D.

Kwartalnik Pedagogiczny

|

2019

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vol. 64(2 (252))

86-101

PL

The aim of the article is to present selected aspects of academic assessment as an element of a hidden curriculum. Based on the literature on the subject, the results of the research will be presented showing how the assessment system, deep rooted in educational environment, generates unplanned educational outcomes, including a surface approach to learning and various strategies of coping. Proposals of alternative solutions in evaluation procedures will be presented, involving active involvement of students in designing, managing and checking the effects of their own work. The new assessment culture should support the learning process and reduce the gap between the explicit and hidden curriculum.

4

The hidden curriculum in military schools

100%

Kozina A.

Security and Defence Quarterly

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2015

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vol. 6

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issue 1

EN

Military education, as an integral and inseparable part of building the army as an institution, is changing its identity and tends to be becoming a place of development, changes, scientific research, quality teaching and education. Adoption of the National Curriculum Framework is creating conditions for these changes. Introduction of the military schools curriculum will inevitably lead to the hidden curriculum. In adult education (andragogy), the hidden curriculum appears in a more vigorous and influential form. The ability to function and the high reliability of the military system are based on hierarchy in which the formation of will is carried out from top downwards. The most prominent factors are command, obedience and reporting. In such an environment, we recognise the positive and negative effects of the hidden curriculum in Croatian military schools.

5

Pozaideologiczne uwikłania. Ukryty program we współczesnej debacie edukacyjnej

100%

Pauluk D.

Kultura i Edukacja

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2013

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issue 2(95)

7-28

EN

The purpose of this article is to reconstruct a state of the debate ongoing for over a half of the century on the so-called the hidden program. The different theoretical positions are compared and presented – from those who take the hidden program as a central concept and category, to those denying its presence in social sciences. Contentious issues have been outlined, above all in the views of the nature, sources and results of this phenomenon. Vigorous discussions ongoing in the English literature, often having the ideological roots, are used by the author to present the own perspective of the hidden program as an important educational category, but ignored in Polish science, that may become an inspiration for theorists and practitioners and also may become a tool for diagnosis and critique.

6

Education and the Praxiology of the Hidden Curriculum

100%

Airaksinen T.

Prakseologia

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2005

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issue 145

33-42

EN

Abstract: The intuitive idea of this paper is very simple, namely, when the educational work progresses from training, through shooling towards Bildung the role of the Hidden Curriculum increases. I analyse the concepts mentioned above one after the other and pay special attention to that of the Hidden Curriculum. It is not an easy concept to understand. It also seems like a potentially harmful factor in education. Finally I introduce the key praxiological notions of efficicieny and effectiveness and consider how this changes our view of the role of the Hidden Curriculum in education. My conclusion is that praxiological considerations can be used to keep the effects of the Hidden Curriculum at bay.

7

Velikonoční prázdniny: co se lze ve škole naučit z řeči těla

100%

Hackl B., Hummel S.

Studia paedagogica

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2011

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issue 1

137-159

EN

Teachers and students are provided with the ability of fixing repeated patterns and structures “in the body”. They are able to act without deeper reflections on the circumstances, results and legitimation of their actions, often without being aware of them. This fact combined with the circumstance that corporal expressions are mainly conveyed non-symbolically makes the corporal dimension of learning and teaching one of the central arenas of hidden curriculum at schools. This article shows that the reconstruction of corporal expressions allows to get insight into unspoken dimensions. Implicit communication is often effected within very short sequences and this ‘momentary occurrence’ renders latent phenomena inaccessible to our consciousness and consequently assures their ‘tacitness’. Therefore, the very precise and detailed reconstruction of nonverbal expressions within brief fractions of time reveals significant structures that are decisive for the pedagogical proceeding and for relationship aspects.

8

Ukryty uniwersytet. "Hidden curriculum" w dokumentach Procesu Bolońskiego

89%

Klimczak A.

Nauka i Szkolnictwo Wyższe

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2010

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issue 1-2(35-36)

149-159

EN

This paper discusses the higher education reform initiated by the Bologna Process. In her analysis, the author invokes the core Bologna documents and reflects on the notion of a hidden curriculum, positing that structural reforms in schools of higher education will, in the long run, significantly influence the position of universities in European societies, as well as intellectual dispositions of graduates. The hidden curriculum of universities within the European Area of Higher Education means that education is employed to serve higher- level economic and socio-political rather than scientific goals.

PL

Artykuł poświęcony jest reformie szkolnictwa wyższego zapoczątkowanej przez Proces Boloński. Autorka odwołuje się w swej analizie bezpośrednio do podstawowych dokumentów Procesu Bolońskiego i wykorzystuje pojęcie ukrytego programu (hidden curriculum). Teza pracy jest następująca: reformy strukturalne szkół wyższych w dłuższej perspektywie w istotny sposób wpłyną na pozycję uniwersytetu w europejskich społeczeństwach, a także na dyspozycje intelektualne jego absolwentów. Ukryty program uniwersytetów Europejskiego Obszaru Szkolnictwa Wyższego polega na podporządkowaniu edukacji wyższej celom gospodarczym i społeczno-politycznym, a nie naukowym.

9

Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

88%

Rutkiewicz W.

Kwartalnik Pedagogiczny

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2016

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vol. 61(4 (242))

67-84

PL

The paper is founded on the distinction between traditional school represented by Johann F. Herbart and progressive school here represented by Bell Hooks. The main purpose of this article is to describe specific characteristics of these two educational models taking into account changes within them. Foucault’s disciplinary power schema provides methodological tools for better apprehension of the location of power in the classroom. In particular, the concept of exam mentioned by Foucault in his Discipline and Punish: The Birth of the Prison has great importance for better understanding of changes within the two aforementioned educational models and student-teacher relations. It appears that power is a fundamental element in these relations, which is exemplified by the presence of the hidden curriculum and how it affects students. Conceiving teaching as a technical activity the autor argues that the way this power is performed depends on the teacher’s character, skills and will.

10

Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

88%

Rutkiewicz W.

Kwartalnik Pedagogiczny

|

2016

|

issue 4(242)

67-84

EN

The paper is founded on the distinction between traditional school represented by Johann F. Herbart and progressive school here represented by Bell Hooks. The main purpose of this article is to describe specific characteristics of these two educational models taking into account changes within them. Foucault’s disciplinary power schema provides methodological tools for better apprehension of the location of power in the classroom. In particular, the concept of exam mentioned by Foucault in his Discipline and Punish: The Birth of the Prison has great importance for better understanding of changes within the two aforementioned educational models and student-teacher relations. It appears that power is a fundamental element in these relations, which is exemplified by the presence of the hidden curriculum and how it affects students. Conceiving teaching as a technical activity the autor argues that the way this power is performed depends on the teacher’s character, skills and will.

11

Wymaganie obecności na zajęciach w czasie choroby jako przykład ukrytego programu studiowania medycyny

88%

Kaczmarek E., Makowska M.

Annales. Etyka w Życiu Gospodarczym

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2020

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vol. 23

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issue 1

67-81

EN

Considering medical students’ experiences gives insights into aspects of their education and socialization to the medical profession that are not visible from official curricula. This article presents the results of a multi-thread focus group study involving medical students studying at three Polish medical universities. The aims of the article are: 1) to describe the surveyed students’ experiences regarding difficulties associated with missing classes and justifying their absence, and; 2) to confront these experiences with their universities’ policies and professional ethics demands that require the development of pro-health attitudes. The practices described by the respondents are considered to constitute an example of a “hidden curriculum”, i.e. the shaping of students’ attitudes not through officially taught content, but, rather, through widespread customs in a given institution. The conclusion is that the medical students’ experiences are inconsistent with Polish law and the regulations of their universities. The described practices also seem to be inconsistent with Article 71 of the Polish Code of Medical Ethics, which prohibits doctors from promoting anti-health attitudes.

12

Teaching as a political act: The role of critical pedagogical practices and curriculum

88%

Sinha C.

Human Affairs

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2015

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vol. 26

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issue 3

304-316

EN

The present paper is an inquiry into the role of the teacher in the context of the dominant Indian value system, an imposed curriculum and teacher-students interactions from the social psychological and critical interdisciplinary perspectives. The role of the school in the present modernist worldview is to frame and impart knowledge which may lead to economic growth. In this context, the role of the teacher is observed as being limited to a bearer of information rather than a leader who visualizes change and develops critical ability among students. Based on the theoretical framework of postformalism and collective/social identity, the current work argues that the role of the teacher is not limited to passively following and communicating mainstream values but involves constructing a new participative identity through critical pedagogical engagement and by acting as an active agent of social change.

13

Rituály a skryté kurikulum alebo kam v pedagogice zaradiť rituálné štúdie? Teoretická (a biografická) rekonštrukcia

88%

Kaščák O.

Studia paedagogica

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2009

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issue 2

29-40

EN

The paper is an attempt to localize ritual studies within the theory and methodolog y of educational sciences. A fundamental paradigmatic (but also biographically-based) “alliance” can be found with the concepts of the so-called hidden curriculum, the latter providing a ground for selecting features constitutive of this “alliance” (overt and covert aspects of formative phenomena, importance of automating the process of splitting the overt from the covert etc.). A methodological “alliance” is found with the ethnographic approach, one associated with concepts of the hidden curriculum, too. As for the systemic point of view, ritual studies may be seen as akin to the so-called reflexive paradigms, integrated within the so-called reflexive education science in educational theory.

14

Globalne testy szkolne i ukryty program neoliberalnej kolonizacji

87%

Gromkowska-Melosik A.

Studia Edukacyjne

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2016

|

issue 42

29-37

EN

Tests have influence on the phenomenon of stratification and selection of students, their lifestyle and way of thinking. Without a doubt, they have their hidden curriculum. At the micro level tests shape the identity of the individual. They are a factor of socialization. On the other hand, at the macro level tests are the significant instrument of educational policy governments. In my article I analyse the second problem – in the context of international developments PISA tests, which are an instrument of neo-liberal policies of national governments, as well as the OECD. The tests are part of the abandonment of the idea of "equality in education" for the system market and competitiveness, in which education ceases to be a "public good" and becomes a "personal good." The essence of the hidden curriculum PISA test is the pursuit of homogenization student population living in culturally different countries as well as the shaping the attitudes of rivalry.

15

Ukryty program w edukacji prawniczej

63%

Czarnota A., Paździora M., Stambulski M.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

96-113

EN

The article raises an important problem of legal education in Poland. After covering the changes in legal education in the world, the paper moves on to focus on the role of academic and practical legal education. The authors point to the specific role of the hidden dimension of legal education, which tends to be unseen, but plays a key part in educating lawyers in Poland. The final part of the article discusses the possible changes to be made in the system of legal education.

PL

Artykuł porusza istotny problem edukacji prawniczej w Polsce. Po prezentacji zmian w edukacji prawniczej na świecie tekst koncertuje się na roli akademickiej i praktycznej edukacji prawniczej. Autorzy wskazują na specyficzną rolę ukrytego wymiaru edukacji prawniczej, który jest niedostrzegany, a spełnia kluczową rolę w formowaniu prawników w Polsce. Ostatnia część artykułu wskazuje na możliwości zmiany w systemie edukacji prawniczej.

16

Ludzie "Solidarności" i jej symbole – dyskursywna analiza podręczników szkolnych

63%

Hejwosz-Gromkowska D., Hildebrandt-Wypych D.

Saeculum Christianum. Pismo Historyczne

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2023

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vol. 30

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issue 1

EN

The aim of the study is to analyze textbook narratives of “Solidarity,” with a special emphasis on the leading figures and symbols present in history textbooks used at the upper secondary level in the years 1991-2018. Both quantitative and qualitative methods were used in the study. Using quantitative method enabled to establish the frequency in occurrence of “Solidarity” people in textbook narratives, as well as their possible alteration over time. The subsequently applied critical discourse analysis (CDA) made it possible to explore the values and ideologies hidden in history textbook narratives of “Solidarity.” The obtained results show that the content of textbooks and representations of historical figures remain relatively constant, thus, they are not subject to political shifts. Women remain outside the historical narrative, becoming one of the marginalized groups.

PL

Celem badania była analiza podręcznikowych narracji o „Solidarności”, ze szczególnym uwzględnieniem czołowych postaci i symboli, obecnych w podręcznikach do historii, używanych w liceach ogólnokształcących w latach 1991-2018. W badaniu zastosowano metody ilościowe i jakościowe. Metoda ilościowa pozwoliła na sprawdzenie częstotliwości występowania nazwisk ludzi „Solidarności” i ewentualnych zmian w czasie. Z kolei zastosowana krytyczna analiza dyskursu (CDA) umożliwiła eksplorację wartości oraz ideologii ukrytych w podręcznikowych narracjach o „Solidarności”. Uzyskane wyniki pokazują, że treść podręczników, a także reprezentacje postaci pozostają na względnie stałym poziomie, nie ulegając tym samym zmianom politycznym. Kobiety pozostają poza narracją historyczną, stając się jedną z marginalizowanych grup.

17

Perspektywa ukrytego programu w badaniu edukacji uniwersyteckiej – projekt badań

63%

Pryszmont-Ciesielska M.

Rocznik Andragogiczny

|

2007

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vol. R. 2007

123-133

PL

Kondycję współczesnej edukacji akademickiej scharakteryzować można jako „rozdroże tradycji i współczesności”. Postanowiłam przyjrzeć się tej problematycznej sytuacji, w jakiej znajduje się uniwersytet odwołując się do jednej z krytycznych perspektyw – perspektywy ukrytego programu. W swoim projekcie badawczym skoncentruję się na wybranych elementach edukacji akademickiej, tj.: wartości edukacji akademickiej, proces kształcenia akademickiego, przygotowanie praktyczne i zawodowe oraz przygotowanie kadry naukowej. Badania przeprowadzę w wybranym Uniwersytecie w Polsce. Skoncentruję się na następujących źródłach wiedzy o edukacji akademickiej: dokumenty formalne, doświadczenia uczestników edukacji akademickiej (studenci, doktoranci i pracownicy naukowo-dydaktyczni), fizyczna przestrzeń Instytutu Uniwersytetu (dydaktyczna i pozadydaktyczna). Badania przeprowadzę w paradygmacie krytycznym oraz w nurcie badań jakościowych, wykorzystując zaprojektowany na potrzeby pracy model badania ukrytego programu edukacji akademickiej.

EN

The condition of Polish contemporary higher education could be illustrated as „standing on the crossroads of tradition and modernity”. I decided to study this complex situation of university using one of the critical perspective – the hidden curriculum perspective. In my research project I intend to narrow down the hidden curriculum to the following elements of academic education, which will be studied on the chosen University in Poland: values of highereducation, the process of academic education, professional training and scholars training. I will focus on selected sources of information about the hidden curriculum: formal documents; the experience of the subjects who participate in higher educational process (students, PhD students, academic teachers); the physical space of academic education (didactic base, didactic-related base). I decided to set my research in a critical paradigm and qualitative research using the model of research on the hidden curriculum in higher education.

18

Hidden Curricula of Evaluation in Education

63%

Nowotniak J.

Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

|

2019

|

issue 4

EN

The article discusses the ways the hidden curriculum category can be applied in pedagogical studies and research. Hidden curriculum in the use of evaluation of the system of education is the major of analysis. The author referred particularly to the internal evaluation, which was re-introduced in 2009, along with the changes of the educational state supervisory.

PL

W artykule podniesiono kwestię kategorii ukrytego programu, znajdującego zastosowanie w studiach i badaniach pedagogicznych. Ukryty program ewaluacji edukacyjnej jest przedmiotem analiz. Autorka odniosła się w nich do zagadnienia ewaluacji wewnętrznej wprowadzonej w 2009 roku wraz ze zmianą nadzoru pedagogicznego w Polsce.

19

¿Resulta interesante ser persona? Las posibilidades del personalismo como currículum oculto

63%

Villalba Lucas F. M.

Studia Gilsoniana

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2019

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vol. 8

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issue 3

733-748

EN

The author addresses the problem of education which, as never before, is nowadays so widespread and valued but, at the same time, so ideological and instrumental. In order to resolve this problem, he makes an attempt to build a synthesis of the following: (1) Leonardo Polo’s conception of education and his conception of the person as having capacity for unrestricted growth, which seem to open up a new way of studying. (2) The educational interest of teachers and students which, though fundamental in the educational process, is easily exposed to be lost or diverted toward becoming “something,” rather than “someone.” (3) Ivan Illich’s concept of “hidden curriculum.” The author concludes that the “hidden curriculum,” when purified of its ideological content, can effectively contribute in students’ development as persons.

Refine search results

(Na)časovanie sa v materskej škole

The Hidden Curriculum in Legal Education

Akademickie ocenianie i jego niezamierzone konsekwencje. Od wymiaru ukrytego do nowej kultury oceniania

The hidden curriculum in military schools

Pozaideologiczne uwikłania. Ukryty program we współczesnej debacie edukacyjnej

Education and the Praxiology of the Hidden Curriculum

Velikonoční prázdniny: co se lze ve škole naučit z řeči těla

Ukryty uniwersytet. "Hidden curriculum" w dokumentach Procesu Bolońskiego

Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

Wymaganie obecności na zajęciach w czasie choroby jako przykład ukrytego programu studiowania medycyny

Teaching as a political act: The role of critical pedagogical practices and curriculum

Rituály a skryté kurikulum alebo kam v pedagogice zaradiť rituálné štúdie? Teoretická (a biografická) rekonštrukcia

Globalne testy szkolne i ukryty program neoliberalnej kolonizacji

Ukryty program w edukacji prawniczej

Ludzie "Solidarności" i jej symbole – dyskursywna analiza podręczników szkolnych

Perspektywa ukrytego programu w badaniu edukacji uniwersyteckiej – projekt badań

Hidden Curricula of Evaluation in Education

¿Resulta interesante ser persona? Las posibilidades del personalismo como currículum oculto