Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum

Anita Jug Došler

doi:10.11648/j.edu.20211003.16

Abstract

Theoretical background: An awareness of the operation of factors of the hidden curriculum is a precondition for an effective and professional adult education practice. A hidden curriculum comes to bear on the work process, content, procedures and routines, it can also be understood as the “battleground” of various competing influences and ideologies that appears in a hidden manner. Method: We use the meta-synthesis research design. The main goal of a meta-synthesis was building theory by refining or extending existing theory and generating a new theory. Results: On the basis of the research findings, we develop guidelines for researching and directing the hidden curriculum and subjective theories that are based on action research, evaluation research and research following the method of the deconstruction and redefinition of the personal thinking and beliefs that guide the individual’s professional activity on the basis of processes of critical awareness and reflection. Conclusion: Deconstruction and redefinition of the personal thinking and beliefs that direct the individual’s professional operation and action are very important processes of individual professionalism. We should be aware that the researching and directing the factors of hidden curriculum can help and improve the quality of adult education and practice, professional work and operation in the education process and outcomes for practitioners.

Highlights

Introduction and Importance of the ProblemThe study presents some new aspects, conceptual and methodological, of researching and directing the hidden curriculum in the field of adult education curriculum
Through a review of the concept of the hidden curriculum, we have shown that: (1) the factors of the hidden curriculum often refer to elements of routine activities that can be favoured by an individual or institution, (2) greater professional autonomy of employees represents a greater danger for the operation of the factors of the hidden curriculum, (3) social ideologies are transferred to subjective theories, and their modification and directing is a precondition to increasing the quality of the adult education of employees
On the basis of the research findings, we develop guidelines for researching and directing the hidden curriculum witch can contribute to raising the quality of the adult education practice of employees in the adult education fields and sectors

Summary

Introduction and Importance of the Problem

The study presents some new aspects, conceptual and methodological, of researching and directing the hidden curriculum in the field of adult education curriculum. Since there is no programme or practice in which values and beliefs are absent, we cannot research and direct the hidden curriculum outside the field of subjective theories. The experience of older professionals largely influences the fact that the ‘routines of the hidden curriculum’ are transferred to the subjective theories of young people or new employees [15]. In this regard, Pajares [27] points out that a person’s subjective knowledge can be greatly influenced precisely by own beliefs, which can even distort or transform information and thought process. Interconnected beliefs form themselves into subjective theories, and their influence can persist even on the presentation of scientific and professionally founded specific explanations, which is why their modification is a long-lasting, individual and comprehensive process [31, 26, 17, 25]

Background

Purpose of the Review

Methodology

Findings

II IV III

Conclusions