The explicit curriculum means what is formally taught in the
school. There are many goals that are associated with the explicit curriculum that
schools offer to students. I have become aware of those explicit goals; they
are appearing in school district curriculum guides and the course planning
materials. In other words, it includes subjects' content, classroom practice,
and the standard of lessons.
Reading about the implicit curriculum, I noticed it is the
hidden goals of the schools. The article
mentions “the implicit curriculum of the schools is carried by the organizational
structure of the school and by pedagogical rules that are established in school”
(page 96). It is extreme and schools teach far more than they advertise. For
example, competitiveness is fostered by the grading system and the differentiation
of classes into ability groups (different grades have different values). In
other words, the implicit curriculum shapes students’ character. It often
creates a habit of what types of character traits are valued and
considered important in the community. I think that it is a really important curriculum.
Lastly, I stopped at the null curriculum. I noticed it has
two major dimensions: the intellectual processes and the content/subject area. Some
intellectual processes are emphasized and neglected by schools. The content/subject
area is sometimes present and sometimes absent in the school curriculum. For
example, some nonverbal thoughts or imagination are not emphasized in schools. In other words, the null curriculum means what
is not taught in the schools.
I think that the article helps to expand our ideas about the 'curriculum'. The mandated BC Provincial The curriculum is directly connected with Eisner's ideas because of BC Provincial The curriculum orientation guide mentions the same curriculum needs and curriculum
model. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/fil
es/Curriculum_Brochure.pdf
Well done!
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