new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology

Subject Areas : Research in Curriculum Planning

Mehdi sobhaninejad ¹ ( Associate Professor, Department of Educational Sciences, Shahed University, Tehran,Iran )
Najmeh Ahmadabadi ² ( Ph.D Student of Philosophy of Education, Payamnuor Tehran University, Tehran, Iran )
Hassan Najafi ³ ( Ph.D Student of Studies curriculum Allameh Tabatabaei University, Tehran, Iran )
Ali Abdolahyar ⁴ ( 4Ph.D Student of Philosophy of Education, shahed University, Tehran, Iran )
Azad Mohammadi ⁵ ( Ph.D Student of Philosophy of Education, Tehran University, Tehran, Iran )

Received: 2015-08-09 Accepted : 2017-06-17 Published : 2017-11-22

Keywords: van manen phenomenology, components, Curriculum, hidden curriculum,

Abstract :

This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & students' interactions as well as the students' interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and students' assessment by the education system.

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