ERIC Number: ED331102
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Radical Education Potential of a Concern for the "Hidden Things."
Oliver, R. Graham
Educators must attend to complex and subtle possibilities for hidden learning and attempt to control them so as to mitigate harmful learning and promote educational benefit. Educators have always known that people learn from both the unnoticed and the noticed, and have attempted to shape unconscious experience. As education has become more of a science, however, the schools have tended to emphasize explicit and measurable objectives, thus reducing education to schooling. As only a portion of a learner's total experience can be gained in school and from explicit teaching, the restriction of education to the limited contribution of the school results in unrealistic burdens of responsibility being placed on the schools and their professionals. Jean Anyon's 1980 study of the "hidden curriculum" highlights the shift which must be made in the interest of educational control. It seems plain that any serious attempt to manipulate important conditions of experience would involve acting on the economic, political, and cultural factors of the social system itself, which are remote from the influence of schools and school professionals. The solution to the problems will not be the development of another dualism between schooling and non-schooling education to parallel that between hidden and unhidden curricula, but rather to develop educational theory with concepts which are independent of schooling discourse. This will enable schooling to be recognized as no more than one important and special case. (Eleven notes are included.) (PRA)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Educational Issues
Note: Paper presented at the Annual Meeting of the American Educational Research Association (72nd, Chicago, IL, April 3-7, 1991). Best copy available; some pages contain broken type.