In the second concept, a hidden curriculum refers to the processes executed in/through school such as acquisition of values, socialization and maintenance of a hierarchical structure.
In the first concept, a hidden curriculum refers to everything in school from teacher-student interactions to the structure of classroom and general pattern of an educational organization which might be called a small model of social values system. Vallance (1991) in her book The Hidden Curriculum and Moral Education categorized the hidden curriculum into three concepts. Through curricula, especially hidden ones, students get informed of a variety of scientific, economic, social, political and historical knowledge, and become aware of concepts such as respect, righteousness, patience, obligation, sense of responsibility, attention to collective interests, equality, law abiding. The students actually learn more than what they are systematically taught by teachers in the schools. In educational systems, students receive highly valuable experiences the greatest part of which is unavailable in curricula. Every educational system endeavors to transfer different types of knowledge and skills to students through design and development of definite curricula so as to prepare them to undertake their roles and responsibilities in the real life. Despite of the lecturer’s level of skill and the progress in the curriculum, the learners are exposed to something which is not explicitly acknowledged.
The hidden curriculum is not written down or officially taught by lecturers but whole educational system teaches it in an implicit manner. This phenomenon is now paid attention to not only from the viewpoint of design but also from the perspective of implementation and its development is closely being followed. The recent attention to this concept has reduced the superficial approaches to the phenomenon of curriculum. The hidden curriculum is regarded as one of the conceptual capitals of curriculum. The educational authorities use the concepts of “hidden curriculum” and “invisible curriculum” to explain teachings and attitudes influenced by these implicit factors. The Hidden curriculum consists of teaching items which are not officially intended and developed by school and educational system. The educational system of every society is very much concerned with implicit and explicit transfer of norms and distinctive approaches to the learners. The students spend a long time in schools which constitutes the most influential periods of their personal development. Ed, Ph.Dįormer Principal, K.L.D.A.V.(P.G) College, Roorkee, India
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