In the January/February issue of Philosophy Now there is an excellent article by Kristina Pelletier entitled “Keep Out!” Pelletier considers why there is no place for philosophy in American public schools. Recently, I reviewed Teaching Cross-Culturally by Lingenfelter and Lingenfelter. In that book Judith emphasises the importance of what Philip Jackson has called “the hidden curriculum.” Pelletier, similarly, distinguishes between the formal curriculum and the hidden curriculum. The formal curriculum is the blueprint for lessons taught in schools, explicitly stating “what students are to learn, and sometimes how they are to learn it.” The hidden curriculum “includes everything in education outside the formal curriculum.”
Pelletier points out that “‘hidden lessons’ are given to students through school rules, grading policies, teacher attitudes, class sizes and instructional practices.” Also when students are taught the formal curriculum there are unintentional positive and negative learning outcomes which are also included in the hidden curriculum.
But Pelletier also observes the existence of the null curriculum: “what is not taught, addressed, or even mentioned in education.” Here Pelletier is thinking particularly of the implications of not teaching philosophy. However, what she has to say about the null curriculum applies to other subject areas, conspicuous for their absence.
Take, for example, our own situation in Sydney where, given the accelerated growth of a multiethnic and multicultural society, a large percentage of theological students will end up ministering in churches which desperately need to rise to the challenge this societal change constitutes. Yet, training in cross-cultural communication and ministry is conspicuous for its absence. Whatever justification might be given for such an omission – and there are indeed some valid considerations – Pelletier’s point still holds: “What gets ignored in schools [colleges/seminaries] – like what is taught – ultimately affects how the students live their lives.”
Pelletier illustrates the difference between the formal, hidden and null curricula with reference to a second grade teacher who is required by her school district to teach about America’s Founding Fathers to her 7-8 year olds. She comments:
The formal curriculum includes lesson plans to teach children about George Washington, Thomas Jefferson and Benjamin Franklin. The lessons portray the character of each ‘Founding Father’ in rosy hues, verging on divine attributes. However, the teacher is unaware of the hidden curriculum for a young African-American girl in her class. The girl is learning something additional. For her, it suggests at an impressionable young age that American was founded by and for people vastly different from herself – in particular, white men. Moreover, the teacher is unwittingly also fostering a null curriculum by leaving out the role of women, minorities and slaves in the founding of America.
All educators, in all contexts but especially cross-cultural ones, need to develop a clear grasp not only of the formal curriculum but also of the hidden and null curriculums. But the same applies to disciple-making, mentoring relationships and parent-child communication as well.
Posted May 6, 2008
Upon clicking 'Buy now' you will be redirected to paypal.com where you can securely and quickly complete your purchase with a few clicks.
Immediately after payment at PayPal you will be redirected to a download page which
provides you instant access to your purchase.
