Tuesday, November 27, 2012
Highlighting the Hidden Curriculum
Among the types of curriculum being implemented in schools, why is there a need to equally give emphasis on the hidden curriculum? How will this prepare learners for the 21st century workplace? Support your discussions with research articles. Properly cite your sources within the text. Write your complete citation at the end of you discussion using APA format (see http://www.apastyle.org/ ).
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ReplyDeleteThe concept of hidden curriculum is defined as consciously and deliberately organizing school environment, life, programs, and policies in such a way that they carry out school’s aims. Students grow up as citizens with good character; they learn the necessary knowledge and skills which are required for their real life situations. Its purpose is to investigate the functions of hidden curriculum on respect to human dignity (Sari and Doganay, 2009). Dignity can be defined as a perception of respect and competence that allows a person to feel valued, to be authentic, to grow and learn, and to value and care about others (Hill and Tollerud, 1996). Humiliation is detrimental for human being. Thus, teachers should not humiliate their students and the environment of the classroom should be a healthy atmosphere for the students (Mercier, 1996). The relationships which is based on respect for other is the precondition of a healthy psychological environment (Ada, 2002). Humiliating students, not valuing their ideas or punishment should not be given place in this kind of an environment.
ReplyDeleteIn school, parents are also bound to participate, to work with teachers, to check the progress of their child given by the teachers. It is not only to check but also to make proper follow-ups. It is at home where it starts. Technology-based engagement to the students plays an important role, it is a matter of support and guidance of what should be done and what should not be done.
Let me add about TESDA, its vision is to become the leading partner in the development of the Filipino workforce with world-class competence and positive work values. The mission is to provide direction, policies, programs and standards towards quality technical education and skills development. We have what we call the KSA. K stands for knowledge, S stands for skills and the most essential one is the A which stands for Attitude. Companies nowadays look for the employee more on the attitude, no matter how skilled you are, the knowledge you have acquired, it doesn’t make ones’ work good if this essential one is missing. The reason is that the attitude makes the whole thing. If we train them about what must be done inside our institution, they do but the hidden curriculum lays there, it cannot be thought but can be improved.
“The best way to predict your future is to create it.” Stephen Covey
Sari and Doganay(2009). Hidden Curriculum on Gaining the Value of Respect for Human Dignity: A Qualitative Study in Two Elementary Schools in Adana. Educational Sciences: Theory & Practice, 925-940
The idea was good and real for today's generation. I would agree with what sir joseph said, that parents are bound to participate with teachers to check the progress of their children. Because it "takes two to tango" when it comes in checking the progress of a child. And that is applicable in whatever progress it might be. Like in his studies, the way he interacts with others and how he as individual progress in everything that he encounters and experience at school.
DeleteFirst and foremost, I definitely agree with the idea that “humiliation is detrimental for human being. Thus, teachers should not humiliate their students and the environment of the classroom should be a healthy atmosphere for the students”. Well, I had experiences of humiliation from various teachers, who I’ll not mention the names, which brought this attitude that I have now, being a timid person especially to those with strong personality. However, I’m still trying to overcome the attitude and so far, there were some improvements. Ooppsss! Enough with the past. By the way, you are right to say that “companies nowadays look for the employee more on the attitude, no matter how skilled you are, the knowledge you have acquired, it doesn’t make ones’ work good if this essential one is missing”. As a matter of fact, one of the requirements of the companies is having a pleasing personality. I’ll end this feedback by restating what you quoted in your comment, “The best way to predict your future is to create it” and we are here in the CIT program to create that future. Have a great day ahead of you!
Deletei agree sir, school is our 2nd home and our home is our 2nd school that is why parents should also participate in teaching the hidden curriculum.
DeleteI agree with the thought. “It is at home where it starts.” For some, our personality lies by the way our parents raise us or what kind of family we have. I think school can boost in the welfare of the child and that is for me the essence of hidden curriculum. It helps in nurturing or improving the personality of an individual. And when parents work together with the teachers, they can identify problems of a student and take necessary measures on it.
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ReplyDeleteLike the other types of Curriculum it is important to give emphasis on the Hidden curriculum because it gives a broad category that includes the unrecognized and sometimes unintended knowledge, values and beliefs that are part of a student’s learning process in schools and classrooms. Hidden curriculum gives a big impact whether a student will make it to the world of work. And today’s 21st century is a very challenging century, because people needs to be competent and has a good behavior to fit a very prestigious work place and job. But how can they make it in the future if their hidden curriculum is not implemented well and right? It starts inside the classroom and schools that an individual imagines, foresee, or even create in his mind what s/he might want to be and want to have.
ReplyDeletePossible selves are representations of the self in the future, including those that are ideal and hoped for as well as those that one does not wish for. In other words they are ‘individuals’ ideas about what they might become, what they would like to become, and what they are afraid of becoming’ (Markus & Nurius, 1986, p. 954). Possible selves can be understood as an essential link between self-concept and motivation, playing both a cognitive and an affective role in motivation (Markus & Ruvolo, 1989). People look forward to positive emotions and try to avoid negative ones: fear of a negative future will motivate people in that they will set ‘avoidance goals’, whilst a positive emotion can increase an individual’s efficiency and creativity in the achievement of their goals (Meara et al., 1995).
In today’s generation it will always be good to be bright, and intelligent. But it is excellent if you possess good behavior and skilled that can be utilized in your field. That are the qualities that they are looking nowadays. Through hidden curriculum, learners can be prepared in surpassing the hard part of their journey to success and also it can help them or even make them to become those brilliant, skilled and moral one that the field of work needs in this 21st generation.
Jacqueline Stevenson and Sue Clegg Leeds. ( April 2011) Possible Selves, Markus, Nurius & Meara et al,. Possible selves: students orientating themselves towards the future through extracurricular activity (Vol. 37, No. 2, April 2011, pp. 231–246)
Hi Tin! It is indeed excellent if a person possesses good behavior in preparation for his/her future work. It is actually a growing trend that companies (eg. Ayala Lands) hire people for attitude and train them for skill. In this regard that Transcript of Records only serves as a bonus factor when it comes to hiring. And as I have quoted on my comment, "What good will it be for a man if he gains the whole world, yet forfeits his soul?" which could be translated as "What good will it bring for a man if he manifests all the knowledge, yet has no attitude?"
Delete“Possible selves are representations of the self in the future” is an interesting idea. As what you had stated, the ‘possible selves’ are individuals’ ideas about ‘what they might become’,’ what they would like to become’, and ‘what they are afraid of becoming’ meaning whether we like it or not, even if we don’t wish to become the person we don’t like to be, there are things that are bound to happen unless we started working on it to redirect our future. Like for example, no one wishes for her/himself to become a timid person but there are individuals who couldn’t avoid it. If they are courageous enough, they may do anything just to change. Honestly, there’s no impossible to those who are determined to make their future worthwhile. Ehem! I better tell that to myself because, sad to say, I’m one of those timid individuals I mentioned. As for you, if ever you are also like me, work on it! Let’s do it together!
DeleteI was shocked this morning when I heard a young student lady tell her mom, “Ang utak mo kasi ay nasa talampakan mo (Your brain is under your feet.).” Considering that she is from an educated family, I wonder where she got not just the guts to tell, but also for those ill words. This made me think, “Is her school a contributor to the said scenario?”
ReplyDeleteSchools, of course, are not just institutions where teachers teach the designed curriculum to their teachers. Importance must be given not just to what is to be taught but also to what is to be learned. However, it is good to understand that not everything that is learned comes from the designed curriculum taught by the teachers. There are other types of curricula existing. One is the hidden curriculum. Horn (2003) stated that hidden curriculum includes all of the unrecognized and sometimes unintended knowledge, values, and beliefs that are part of the learning process in schools and classrooms. Sari and Doganay (2009) discusses that hidden curriculum includes everything which is not academic but has important influences on the academic outcomes of the schools. It includes values, attitudes, beliefs, and communication styles of the individuals in the schools. Shortly, it refers to the culture of the school. In the above definitions that we can see how important it is to give equal emphasis on hidden curriculum among the different types of curricula.
Learners must be prepared for the 21st century workplace with values that are upright and acceptable to the society. These values are needed if we are to build stronger and most importantly, humane institutions that will craft the society. Skelton (1997) stated that the functionalist educators view schools as vehicles through which students learn the social norms, values, and skills they require to function and contribute to the existing society. Therefore, there must be a balance between hidden curriculum and the other types of curricula.
What good will it be for a man if he gains the whole world, yet forfeits his soul? Or what can a man give in exchange for his soul (Mt. 16:26, NIV)?
Resources:
Horn, R. A. (2003). Developing a critical awareness of the hidden curriculum through media literacy. The Clearing House, 76 (6), 298-300.
Sari, M., & Doğanay, A. (2009). Hidden Curriculum on Gaining the Value of Respect for Human Dignity: A Qualitative Study in Two Elementary Schools in Adana. Educational Sciences: Theory & Practice, 9(2), 925-940.
Skelton, A. (1997). Studying hidden curricula: Developing a perspective in the light of postmodern insights. Curriculum Studies, 5 (2), 177-193.
I so agree with you, Jake, that values 'caught' in the hidden curriculum make it as equally important as the planned curriculum of schools...
DeleteI also agree with what you said that these values are needed if we are to build stronger and most importantly, humane institutions that will craft the society. Because what is intelligence without any value nor good attitude. Successful society is possible with a community of people with skills knowledge and attitude.
DeleteHello Ma’am and dear classmates! Among the types of curriculum being implemented in schools, I believe there is a need to equally give emphasis on the hidden curriculum. As described by Bilbao, et al. (2008) the “hidden curriculum” is the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes, such as peer influence and the school environment. The hidden curriculum is given due recognition in one of the basic principles of today’s teaching postulated by Mills and Douglas, that is, natural social settings should constitute learning situations (Zulueta, 2008:128). In his examination of the learning process to which schools socialize students, Yordi (1980) posits there is more to learning than just the instructional component, that is, the very nature of the school, the way it is set up, the interactions between the teachers and students also affect the learning process and the knowledge that is formulated as a result of the learning experience. In concluding essays that looked at the way colleges and universities produce race, class, and gender hierarchies, editor Margolis (2001) closes that while the purposes of education may appear distinct, the traditions of the hidden curriculum remain similar - education is an agency of differentiation and stratification, holding the keys that access valued cultural elements.
ReplyDeleteAs a reflection, allow me to situate these deductives in the context of my teaching in the PMA. Character development is one of the core principles in the PMA’s philosophy of education. The setting of our cadets’ training is highly controlled in the sense that codes/regulations govern all aspects of cadet learning, behavior and interaction. These controls are not explicitly taught as in regular teaching but the cadets internalize these in the course of living in the confines of the Academy for four years that Spartan discipline and excellence for them becomes a way of life. The following related researches may lend credence to Michaelis, Grossman and Scott’s claim that curriculum planners who take cognizance of factors that affect the “hidden” curriculum can develop planned content and learning experiences that will be conducive to desirable “hidden” outcomes (Aquino, 1998:16-17). In a study that explored the relationship between military service and civic engagement among American soldiers, Nesbit and Reingold (2008) find that military service is positively related to volunteering, providing evidence that experiencing the military institution, at least for some groups of people, leads to greater civic engagement. From a survey, Cockerham (1979) also finds that while military socialization provides the cadet or trainee with knowledge of military values and traditions, the determining factor in the potential for promilitary attitudes and beliefs appears to be the personal set of attitudes brought to the training situation of the trainee. Also, looking at varied measures of militaristic socialization in the U.S. Levy and Levy (2008) cite that military values such as hierarchy, obedience, centralized authority, domination, and control are transmitted through the academic structure of schools, the prevalent pedagogical practices, a curriculum that glorifies heroic wars and even school sports teams, which are often managed like boot camps...
... For me, the “hidden’ curriculum, for as long as it produces beneficial outcomes, will help prepare learners for the 21st century workplace, which I see as information- and technology-based, highly competitive, with rapidly changing demands on worker competencies. For our cadets, particularly, when values that reinforce initiative, discipline, critical thinking, collaboration, and life skills are learned in the PMA’s hidden curriculum, no doubt they will be effectively oriented to face up to the challenges of their 21st century operational environment, where wars will be fought along the lines of diplomacy and debate. Have a safe weekend to all! 12/1/12
ReplyDeleteReferences:
Bilbao, Purita P., Paz I. Lucido, Tomasa C. Iringan and Rodrigo B. Javier. 2008. Curriculum Development. Quezon City: LORIMAR Publishing, Inc.
Cockerham, William C. Fall 1978. “Self-selections and Career Orientations among Enlisted U.S. Army Paratroopers: A Research Note. Journal of Political and Military Sociology 6. In Bachman, Jerald G., Lee Sigelman and Greg Diamond. Winter 1987. Self-Selection, Socialization and Distinctive Military Values: Attitudes of High School Seniors. Armed Forces & Society. Vol. 13, No. 2. Retrieved November 29, 2012 from
http://141.213.232.243/bitstream/2027.42/68068/2/10.1177_0095327X8701300201.pdf.
Levy, Gal and Orna Sasson-Levy. 2008. Militarized Socialization, Military Service and Class Reproduction:The Experiences of Israeli Soldiers. Sociological Perspectives, Vol. 51, Issue 2. Retrieved November 29, 2012 from http://www.openu.ac.il/Personal_sites/gal-
levy/Download/SOP5102_07.pdf.
Margolis,Eric, Editor. 2001. The Hidden Curriculum in Higher Education. Taylor and Francis Group.Online version retrieved November 29, 2012 from http://www.udel.edu/anthro/ackerman/hidden%20curr.pdf
Michaelis, John U., Ruth H. Grossman, and Lloyd F. Scott. 1975. New Designs for Elementary Curriculum and Instruction. 2nd ed. New York: McGraw-Hill Book Co. In Gaudencio V. Aquino. 1998. Curriculum Planning for Better Schools. Second Edition. Manila: REX Book Store.
Nesbit, Rebecca and David A. Reingold. 2008. Soldiers to Citizens: The Link between Military Service and Volunteering. Retrieved November 29, 2012 from http://www.rgkcenter.org/sites/default/files/file/research/Nesbitt.pdf
Yordi, Bonni. Learning and Social Change: The formal and the hidden curriculum. Innovative Higher Education, SUMMER 1980, Volume 4, Issue 4, pp 260-273. Retrieved November 29, 2012 from http://link.springer.com/article/10.1007%2FBF01079733?LI=true
Zulueta, Francisco M. 2008 Reprint. Principles and Methods of Teaching. Mandaluyong City: National
Book Store.
Hi Ma'am Bernadette! Cha-Cha here! Three thumbs up to this! Basically, I think I said the same thing in my initial comment, as well.
DeleteAll this talk about hidden curriculum leads me back to the truth that, more than a profession or a career, teaching is really a calling. Our task transcends the four corners of the room, into the hearts and minds of our students. I guess that’s why we care enough to talk about what works and what doesn’t, what makes them better people, etc. At the end of the day, teaching is (and may always be) the most restless profession, but at the same time, and all the books and teachers agree, it is also the most rewarding. :-) Have a blessed Sunday!
So indeed, Cha-Cha, often teachers are more remembered not for what they taught (content) but for who they are as persons. We impact people in the ways we make (and “unmake,” as Olive experienced it) our students. That's what makes teaching so rewarding (and challenging, and sometimes frustrating) because teachers take part in the individual's 'becoming.' I had an experience as a teacher so profound that I always cry talking about it. Lieutenant Ludwig Salvador was my student and advisee; when he graduated from the PMA in 2006, he left me a short note thanking me for making him a “warrior” and calling me his most “mabangis na instructor.” In June 2007, he messaged me saying “Ma’am I’m on my way to my dream assignment…” On July 10, 2007, Lt Salvador was one of the 23 Marines killed in one of the bloodiest encounters with the Moro Islamic Liberation front (MILF) in Al-Barka, Basilan; he was beheaded and reportedly mutilated. On receiving news of the incident, I was inconsolable… This I may say is also the teachers’ hidden curriculum in the PMA – that as we teach and train our cadets with the reality of death, we have to deal courageously with our own grief.
DeleteHello Ma'am, I'm so interested with how you interpret and acknowledge thoughts in certain issues and topics. I admire you for that ma'am. Reflecting to your ideas and research, I do agree that character development is one of the areas that should be considered and emphasized in learning. Character development reflects someone's entity on how he/she understands and apply principles and disciplines thought in school. This recognizes that teachers must be patient enough to integrate these principles and disciplines into certain conditions that would let students learn freely and naturally. Through these concepts, I'm a little curious on how it would be applied in the military setting considering that there are a lot of rules followed and implemented disciplines for the training of the cadets. I want to know po your opinion if hidden curriculum can be 100 percent applicable to the cadets and how can it provide good development in the character of the military students. Thanks a lot po. God bless.
DeleteIf you’ll be asked to describe ‘Hidden Curriculum’ in just one word, what will it be? As for me, my chosen word is ‘Values’. Why is that? First of all, Hidden Curriculum is a type of curriculum that is not written in a document rather it is caught unconsciously. Moreover, there’s a saying ‘Values are caught not taught’ (courtesy of Ma’am Shin). Whether you like it or not, through the events or experiences that we had, this Hidden Curriculum was implemented especially during our stay in school. Every subject that we took had the incorporation of the said curriculum. It could be a positive one or even a negative one such as being honest versus being a cheater in an examination. Believe me or not, being honest in an examination was one of the values that I achieved since I started schooling because I believe that if I cheated, the person that I betrayed most was none-other-than I, myself. However, I didn’t only develop the positive ones but also some negative such as being timid especially during classroom participations. There were times that although I had something to say, words were hard for me to form because the anxiety overpowered me due to the past experiences that I had with those autocratic and terror teachers and teasing classmates. The environment does have a great impact to the students especially the social aspect.
ReplyDeleteThere is learning that can’t be adopted by simply reading textbooks such as development of values or morals because it is best developed by means of experience. This brings me to why I agree that there is a need to equally give emphasis on the hidden curriculum. Furthermore, according to Kohlberg, “not only formal curriculum but also the hidden curriculum is effective in providing a ground for the moral development of students” and “conveying moral education through formal curricula in the form of courses is not sufficient” (Yuksel, S., 2005).
These morals that were developed are essential to our life because it will determine who we are and what will we become especially when we’re already in our respective workplace. These morals could bring us to our success and even to our downfall. How is that? Let’s give Kohlberg’s stages of moral development an importance. From the first to the last stage, he gave emphasis on the obedience to the authority figures, interpersonal relationship, and understanding morality of having democratically established laws, respectively. By these ideas, we may use it on how we will act in the workplace such as obeying or not the authority figures based on what we know is right or wrong, establishing interpersonal relationship to our colleagues to promote harmony with them, and following a law that we recognized as morally and democratically established to avoid any legal complications.
Reference
Yuksel, S. (2005). Kohlberg and Hidden Curriculum in Moral Education: An Opportunity for Students’ Acquisition of Moral Values in the New Turkish Primary Education Curriculum. Educational Sciences: Theory & Practice, Volume 5, Issue 2, 329-338. Link: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=0316ab88-18c2-456b-abd2-e21ef63750fd%40sessionmgr13&vid=5&hid=24
Dear Olive, your experience of being “terrorized” in school is so common to us who were schooled by a generation of teachers who believed that learning is best achieved with the “rod” (I guess Ma’am Shin agrees with me). Terrorism in schools now has taken new forms – teachers have ceased to be TORMENTORS and are taking on more of the roles of a MENTOR, facilitating learning and transforming negative emotions of students into constructive attitudes…
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ReplyDeleteHello classmates and Ma’am Shin, I hope that you all are enjoying our long weekend, so far!
ReplyDeleteHere are a few of my thoughts on the above post:
In addition to any academic organization’s declared mission-vision statement of institutional curriculum, commensurate precedence should likewise be given to the hidden curriculum. As stated by the above comments, areas that manifest hidden curricula include the school’s organizational structure, textbooks, school activities, etc. (History Learning Site, 2012). Now, given that no “good” learning institution would lack in terms of addressing of its goals and conscientiously implementing its curriculum, the following question arises—why the need to put corresponding significance on hidden curriculum?
Let’s face it—hidden curricula takes place both intentionally and unintentionally. However, the aforethought does not, in any significant manner, diminish the outcome (Jerald, 2012). The most predominant reason why equal emphasis should be given to hidden curricula is therefore, consistency, or, more blatantly—damage control. To illustrate this point, I will delve into organizational culture as a form of hidden curriculum. Studies show that elements of hidden curriculum such as the school’s culture directly affect student achievement (Jerald, 2012). A school’s climate may be hostile, lenient, etc.—and the students are first hand recipients to this culture. Although culture cannot be entirely controlled, underscoring factors that contribute to this hidden curriculum, will, in turn, directly affect student achievement, as suited to the school’s goals.
Allow me to further drive this point home by using a concrete, localized example that highlights the significance of hidden curriculum. Owning to its title of being “The Only Christian Nation” in Asia, the Philippines is home to multitudes of religious academic institutions—schools that incorporate respective religious beliefs into their curriculum. Inevitably, teachers, being agents of hidden curriculum, will find themselves in situations that may compromise what they teach, with regards to the religious institutions convictions. Events such as these have a great impact on a student’s worldview (Mehner, 2009). Emphasis on the hidden curriculum could largely contribute, not perhaps to the eradication, but to the reduction of negative repercussions.
Any thoughts on this? I would love to hear from you.
References:
History Learning Site. (2012). Hidden curriculum. Retrieved from http://www.historylearningsite.co.uk/hidden_curriculum.htm
Jerald, C.D. (2012). The school culture: the hidden curriculum. Retrieved from http://www.readingrockets.org/article/26095/
Mehner, J. (2009, July 6). The use of hidden curriculum in today’s schools. Retrieved from http://voices.yahoo.com/the-hidden-curriculum-todays-schools-3712856.html
Hi!
ReplyDeleteIn the academe, methods are still considered as a processing way of learning. But the aims and goals in each method should also describe the purpose of how can the learner achieve the process of learning on its application to the real world. The hidden curriculum helps a student realize the objectives of the learning process and how to translate these objectives into actions. The effectiveness of a teaching method depends on the learning objectives, the learners and the skill of the teacher. It can also stimulate the learners desire to develop his/her cognitive, psychomotor, social and spiritual domains. Compared to other types of curriculum the hidden curriculum talks more of integration between individuals into the academe and the preparation of the learners into a participative way of communication in their home, school and community. Thus, one of the focuses of hidden curriculum is individualism. Students learn how to recognize their own capacity and develop their ability in a specific area of what they can do and how they can do it. Thus, the learning styles of the learners should be considered. The hidden curriculum also considers the interrelatedness of reality. In the classroom, students are given the opportunity to state their agreements and disagreements on certain topics and issues. They are also given an equal chance to have a public sharing that would build their confidence and competency. These would also allow them to adapt to certain decisions that may help them in a real decision making in pursuing their goals and life situations. These also serve as part of their social activity in order for them to relate with their peers, family members, and other people. How the students respond and interact would best tell a teacher the best interests of his/her students. These would lead the students to be real products of learning.
At home and school individuals acquire socialism for the world of work (The Hidden Curriculum: As sociology). Most students learn ideologies in school. Through the ideologies, the beliefs, values and norms are developed in the insights of an individual within the learning process and experience of the learner. This also gives the learner the power to integrate these beliefs, values and norms in his professional career at work in the future. These could lead to a standard capacity of the learners today to be effective and productive individuals in their own field of expertise at work in the 21st century.
Resources: http:www.abcarticledirectory.com
http:www.sparhawkschool.com/middle_hidden.html
Hidden curriculum should be given emphasis especially now that we are in a fast-changing society where one must be equipped with proper skills and values in order to adapt and survive in today’s milieu. Any learning experience may teach unintended lessons (Martin, 1983).
ReplyDeleteRelated literature of the first decade of the 2000s makes less use of the term hidden curriculum, replacing it with the term school-related factors, with factors being either risk-creating or protective in nature (Ferguson et al., 2005). The hidden curriculum appears in many forms, and may be explicit or implicit, and intentional, or not (Davies & Guppy, 2006). In addition, according to sociologist Michael Haralambos (1991), the hidden curriculum consists of those things pupils learn through the experience of attending school rather than the stated educational objectives of such institutions. Thus, teachers and educators have critical roles in guiding and directing learners towards being good members of the society equipped with good characters and skills necessary in real life and modern situations. However, the burden should not be solely exclusive to teachers, parents do have participation. The products of schools that we need today should be intellectually capable, has moral values as well as sensitive to the social needs. The 21st century calls for individuals who are thinkers, decision makers, flexible and multitasking-oriented to meet the challenges in the present working environment. In today’s age of “materialistic” environment where one is almost dominated with computers and modern gadgets, where students are more exposed to distractions, it is a challenge to educators on how to produce products of education whom are more focused, morally and intellectually equipped to serve and help solve emerging societal problems.
Davies, S., & Guppy, N. (2006). The schooled society: An introduction to the sociology of education. Canada: Oxford University Press.
Ferguson, B., Tilleczek, K., Boydell, K., & Anneke Rummens, J. (2005). Early school leavers: Understanding the lived reality of student disengagement from secondary school. Retrieved from http://www.edu.gov.on.ca/eng/parents/schoolleavers.pdf
Haralambos, Michael. (2002)."Sociology: Themes and Perspectives". HarperCollins Publishers Limited.
Martin, Jane. ” The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 122–139.
Dear Jenny Rose
DeleteI read your article in our cit blog and it made me acquainted with the situation on modern world, but I supposed to call it contemporary world because modern world is at 16th century. Technology is a development since the modern period. The rise of technology is a blessing intended to make human’s life easier, but on the other hand, it deceived us because we abused it. Technology was invented and created by human to serve us, but it is a reverse, Human person are made to serve technology. Nowadays, Human person are not conscious that we became slave of technology. An obvious example are; playing dota, doing face book, etc… for almost 70% percent of 24 hours, than to be with family, to study lessons, to do individual task, and go to school. Most of us were spending much money to buy luxurious brand new/new model gadgets even though it’s not needed. People tend to forget themselves because of this things (sumasabay kasi sa uso).
Yes, it is really development, but it also our downfall. Technology turned man’s life bitter, rather than better. Many problems arose because of these technologies. They used technologies to do crimes and violence. Technology changed human person (personality, characteristics, values, and all aspects of human life), it made people lazy or even crazy. Human person’s moral values was already conquered by the misused of technology, the essence of technology was missed and overlooked. Technology defeated man’s minds and personhood.
There is further, perhaps more subtle that makes indifference particularly unhelpful in analyzing the moral attributes of advance technology. The only solution here is to reflect our own self, reconstruct and re-evaluate our essence as we exist in this world of material and pleasures. To highlight, this is not to blame the invention of technology, but to look at our own self.
In this reflection of mine, I do agree with your part as to need for the production of more focused, morally, man intellectually individuals in today’s contemporary world – an epoch in history whereby practicality (or more precisely materialism) have dominated concerns for existential questions covering the questions on morality. I think that should really be the goal of education, that is to say, promoting holistically developed individuals that could be catalyst for the development of the whole society. It is just sad, as I am making my comment; I was confronted with the dismaying fact currently happening in our educational system. It seemed was looked as just a preparation for the competitive world outside, a preparation for jobs and the like (so materialistic). Accordingly, "What is the task of all higher education?", To turn men into machines? Is this really the point of education? Well if it is, I’d rather drop.
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ReplyDeleteI think there is a need to equally give emphasis on the hidden curriculum because learners have various way of learning. As progressive points of view of curriculum stated that it is the total learning experience of the individual. And this curriculum gives emphasis on attitudes, values, beliefs and behaviour unintentionally. In addition, learners end to be cognizant on what is happening around them and the value of respect can be cultivated as he or she recognizes difference among others. Though knowledge and skills have an influence on the success of a person in the future, attitude is also vital. Formation of worthwhile values, attitude and habits are necessary in the growth of a person. But in exercising the hidden curriculum, the way how the educator delivers it make a significant impact to a learner whether in a positive or negative way.
ReplyDeleteWhen mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school (Felder, 2007,p.1). To rectify the situation teachers need to present information to their asses visually, auditorally, and in hands-on manner.
The hidden curriculum gives opportunity for the learners for the 21st century workplace to acquire proper knowledge, skills, and attitude. Thus, they become responsible and productive in their own ways. With these, they can handle difficulties in life and secure success in the future. They are able to utilize the resources they have to learn like books, media, technology, experiences and many more.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, “We know that many of the most potent messages students receive are not communicated through the explicit curriculum and its content. Rather the messages are part of the hidden curriculum” (2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Seaton, A. (2002). “Reforming the hidden curriculum: The Key Abilities Model and four curricular forms’, Curriculum Perspective, vol. 22, no.1, April, pp. 9-15.) Retrieved February 23, 2007 from http://www.andrewseaton.com.au/reform.htm
Felder, R.M. & Silverman. (2007). “ Learning styles.” North Carolina State University. Retrieved February 27, 2007 from: http://www.ncsu.edu/
I am still a little confused on what is hidden curriculum and how much it affects an individual.
ReplyDeleteAfter reading some articles of my classmates, “I think and hope that i am in the right page by stating that” Hidden curriculum is usually misunderstood by students, in a way that positive and negative intentions from the teacher/mentor are mixed up. Based on experiences, some students get negative feedback from positive reinforcement and vice versa, or the individual misinterprets what the teacher intends to project or enforce.
I also witnessed certain incidents in schools wherein a professor disregards ideas and voluntary work from students because of where they attained their secondary education and/or the province the individual came from. Some of these students were encouraged by the negative treatment or feedback while others were mentally and emotionally degraded. There are also situations wherein students somewhat abuse the kind of treatment they get from their teacher, instead of being enforced to perform better the students became more relaxed, “go with the flow” or simply won’t exert much effort in learning or performing in class.
After graduating from college, I realized that the teaching profession is complicated, because students are hard to organize and handle. Obviously every individual are different, having their own understanding of things, having different views on certain ideas, concepts, actions and expressions. Despite the individuals intentions good or bad they will always be misinterpreted in certain ways.
Each individual need a “lot” of patience and guidance to prevent such situations and misunderstandings. Like what was mentioned in most articles in this site, developing a student is not only the job of a teacher or parent but also the simple or complicated things in society.
Source of understating the topic: http://slucurdevcit1st.blogspot.com/2012/11/highlighting-hidden-curriculum.html#comment-form
As defined by the Wikipedia, A hidden curriculum is a side effect of an education, "[lessons] which are learned but not openly intended such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment.
ReplyDeleteAny learning experience may teach unintended lessons. Hidden curriculum often refers to knowledge gained in primary and secondary school settings, usually with a negative connotation where the school strives for equal intellectual development. In this sense, a hidden curriculum reinforces existing social inequalities by educating students according to their class and social status. The unequal distribution of cultural capitalin a society mirrors a corresponding distribution of knowledge among its students
We should give emphasis about Hidden curriculum because it gives our students the chance to discover their untapped abilities and values. We learned in the assessment of learning that it is no longer enough to have a high I.Q. we should also consider E.Q. in determining the persons intellectual capacity. E.Q. is giving importance to emotions quotient of a certain individual. This is now where the Hidden Curriculum comes into play. When teaching individuals we should make them realize the values that they will be gaining when performing a certain activity.
Hidden Curriculum will prepare the learners for the 21st century workplace by giving the core values of being human when they grow up to be young adults. Plus it is mentioned in the study of Robert Sternberg of Tufts University we should have the new 3 R’s in our curriculum. the R’s stand for Reasoning which include analytical, critical thinking, and problem solving skills, Resilience which encompasses life skills such as flexibility, adaptability, and self-reliance, and Responsibility which Sternberg links to wisdom, which he defines as “the application of intelligence, creativity, and knowledge for a common good.”
Reasoning is developed when we do brainstorming when doing class activities. Resilience is part of the hidden curriculum because as students we are not taught to be flexible, adaptable be self reliant this comes out as we do certain activities inside the class. Responsibility is also not the main purpose of having school works. Responsibility is learned because we need to finish this activity in time therefore when we forget to do it, we became liable because it is our responsibility to do it. Just like when we are given orders in our field of work if we fail to do what is asked we fail. and that is why we should learn the hidden curriculum in order for us to be competitive in the 21st century workplace.
http://en.wikipedia.org/wiki/Hidden_curriculum
http://www.p21.org/storage/documents/21st_century_skills_curriculum_and_instruction.pdf
Hi kuya Rey, I agree with you on your views regarding the 3Rs, that reasoning, resilience and responsibility as important facet of hidden curriculum help prepare learners for the competitive 21st century workplace. A man’s curiosity of things that happen often initiates the will to understand and with understanding comes learning. As he encounters challenges he learns to reason out, to adapt with the changes and respond to it accordingly in order to survive. So through learning man is being prepared in order to survive the fast-changing society, and so does the hidden curriculum.
DeleteTo start, how would we best define hidden curriculum? I understand it as the things students learn indirectly from school. These are the values, norms, behaviors, beliefs, attitudes, and expectations acquired by the students. Though it’s not in the context of the formal education it brings about a great impact in the students life.
ReplyDeleteFor Synder in the first chapter of his book he advanced his proposition that the assignments given in the classroom and the rewards for superior work are not limited to the formal curriculum. While many tasks are cast in explicit terms there is another set of less obvious tasks which bears a most interesting and important relationship to the formal curriculum. The question for the student is not only what he will learn but how he will learn, and when he will learn. These covert, inferred tasks, and the means to their mastery, are linked together in a hidden curriculum. They are rooted in the professors' assumptions and values, the students' expectations, and the social context in which both teacher and taught find themselves.
The formal education or curriculum teaches us the technicalities needed for our chosen career. It gives us the framework of all the degrees being offered at school. Meanwhile, the so called hidden curriculum should be given an equal value and attention. I believe that our character as a person will help determine our success. We may have all the knowledge and skills on our endeavor or chosen path but without the proper attitude on handling it we might meet failure.
I would like to introduce “Hidden Curriculum as “Life 101”, wherein a student acquires certain set of social skills that confirms to norms but not submitting totally. Having them be with peers without the pressure, letting them be ethical and morally bound, them being strong in character but not be slave to it.
It is needless to say that most students today are either socially awkward, stereotypically and pragmatic in the sense that they rely mostly on ideas fed to them by the media, the educational institution and their religious beliefs.
As an instructor reading on about this Hidden Curriculum I realized its relevance and its impact. I also got to reflect whether as a teacher I am really helping my students cope with their own selves.
http://en.wikipedia.org/wiki/The_Hidden_Curriculum_(book)
Hidden curriculum is defined as being an implicit curriculum. Rather than coming about by design, it represents behaviors, attitudes, and knowledge that are communicated without conscious intent - it is an accumulation of values communicated indirectly, through actions and words that are part of everyday life in a community.
ReplyDeleteDetermining whether hidden curriculum should be given equal emphasis with other types of curriculum implemented in schools is rather a difficult question. According to an article, the messages of hidden curriculum may complement or contradict each other as well as the official curriculum. Hidden curriculum can support or undermine official curriculum. For example, if we display athletic trophies in the hallway near the school's main office–but not recognition for debate or music or scholarship–conveys a hierarchy of valued accomplishments that puts sports ahead of academics. It is likely that hidden curriculum has the most impact when there is an aggregate or a pattern of consistent messages. When hidden and explicit curricula conflict, it may be that hidden curriculum, like nonverbal communication, carries more weight.
Well, it is really confusing. It is difficult to observe and evaluate the impacts of something that is “hidden”. I think that if the values that teachers are trying to transmit are positively interpreted, accepted and applied by the students, then the hidden curriculum should be given equal emphasis. What if this is otherwise the case? Well, I don’t have enough knowledge about this yet to make a stand, but if hidden curriculum is carefully and successfully applied, it can really help students have a better sense of what is truly important for their learning such as making connections, character education and becoming a self-directed learner. As a result, this hidden curriculum equips learners of the 21st century with lessons more significant than technical skills or tools. In the actual workplace, people will be dealing with various circumstances and problems that are more social, cultural and behavioral in nature. Hence, those who learned from the hidden curriculum essential values, knowledge and behaviors will be able to successfully cope with the pressures of the work environment.
http://education.stateuniversity.com/pages/1899/Curriculum-School-HIDDEN-CURRICULUM.html#ixzz2DrbL8TMR
Hi Ms. Maridelle, actually I've learned more of the hidden curriculum when I read your ideas, especially when you cited an example on its effect on weighing social strata. With that in mind, I think that this would be the point where ‘choice’ of an individual takes into action. Whether it would be taken negatively or positively will depend on how one views a certain situation like that of the athletic trophies. Others may think of it as a way to motivate themselves, while some may take it as challenge. In the end, it will just be one’s attitude towards the hidden curriculum.
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ReplyDeleteChosen article on Hidden Curriculum:
ReplyDelete"... Research on the hidden curriculum has been concentrated mainly in school learning but the concept is equally important in the field of higher education. According to Benson Snyder (1973) - the classic in the field - students in the university learn similar strategies of action and survival as do students in other school settings. Behind the curtains of official university practices lurks a vast unofficial and tacit system which - on its part - steers the functioning of the whole university (Bergenhenegouwen 1987; Gerholm 1990). To survive and succeed in the university requires not only scientific aptitude and abilities but also picking up the hidden norms and the rules of the university game. This usually happens through ‘trial and error‘ but those wh possess enough cultural capital and have a suitable habitus are much more able to navigate in the field of higher education than the less equipped (Bourdieu 1988; Palme 1989)."
Snyder, B. (1973) The Hidden Curriculum. The MIT Press. Cambridge.
Comment:
Teachers should not only "teach"/ comply with the formal curriculum but also guide their students to be able to adapt and adjust to the hidden curriculum prevailing in the school/university system so that total/complete "learning" can really take place.
To my classmates, with all due respect, the topic assigned was discussed as related to one's field of specialization as well as to personal and professional experiences...good work to one and all! A pleasant day to everyone.
01 Cobcobo, Labrador A.
ReplyDeleteHidden Curriculum is one of the subsystems of curriculum which may either be supportive of or contradictory to the other subsystem (formal education and the extraclass curriculum). Hidden curriculum consists of the policies, rules and regulation, and the school climate – refers to the subjective responses (attitudes, belief values, and motivation of the school administration, faculty and staff, and other important components of the school environment.
Giving emphasis on the hidden curriculum is very important which develop the wholeness of 21st individual learners. With this, I will have a good explanation through concise premise.
1. The teacher is in the main field of education. As Emmanuel Levinas said and stated by L D. Ladia in his research Journal, “teaching signifies the whole infinity of the exteriority. And the whole infinity of exteriority is not first produced, to then teach: teaching is very foundation. The first teaching teaches very hiegth, tantamount to its exteriority, the ethical”.
2. The teacher has a direct interaction to the students to clarify all absurd and mis-understood meaning or explanation of the subject matter during the learning-process itself.
3. The teacher has his or her own experience that maybe deemed relevant and useful in the learning process. Hereon, the student realized that education is also attaining in their own experiences which may enhance their own knowledge.
4. The teacher determines teaching method and strategies in learning-process. In the step-by-step process, there should be an improvement (not only in cognitive aspect) which leads to clearness and complete human – learning because each steps of human – learning determines the next step.
5. The success of the learning or teaching is totally in the hands of the teacher (but, participation and willingness to learn by the students or learner must also be assured).
6. Therefore, the school administrator must consider the teacher’s own technique in teaching to bring out the best from the learners. Knowing that teaching does not just intended for the cognitive development of the learner but also the values, discipline or the good moral and right conduct.
Moreover, L. D. Ladia stated, “the aim of education is no other than the cultivation of the self. It concerns the active process of realizing the highest values through care and creation of the person’s highest goods”. If we reflect about his statement, it is the Hidden Curriculum.
Lastly, we reflect about this quote from Plato in relation to the 21st century learner, “And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.”
References:
Garia, Dolores G. 2007. Designing Curriculum. 1st edition. Manila: Rex Books Store, Inc., PP. 1-9.
Ladia, Lawrence Dexter D. November 2, 2007. The Dynamics of Education Hospitality. Research journal vol. 38, PP. 273-295.
http://www.spaceandmotion.com/Philosophy-Education.htm
N.B.
I’m sorry for not posting /publishing my article/reflection due to heath problem, technical problem and lack of knowledge in making gmail. With this, if this article will not be accepted because its already late, I will deserved it. Thank you very much Ma’am B. Escobar and Sir Ambong for help and inspiration. To Ma’am S. Ayao-ao, I will tell you the whole story in personal because I cannot totally explain and express what happened through written and hoping for your consideration. To all my classmates in this Curriculum Development, thank you for your understanding. Thank you very much.
Dear Labby, surrender is never a sign of defeat; it is a humble acknowledgement of the forces that limit our achievement, and an opportunity for us to realize how much we can overcome them; it's not how often you tried and failed that matters but it's how much you learned in the process...
ReplyDeleteHi ma'am B. Escobar! thank you for helping and inspiring me to continue this course. thank you for knowing you and being part my journey in life. indeed, it is a philosophy of life.
DeleteComments and Reflection on the work of Ma’am Escobar
ReplyDeleteHi Ma’am!
PMA is a great training ground for those deserving individual cadets to become a dedicated soldier in the future. They develop initiative, discipline, critical thinking, collaboration, and life skills. They are trained to become a leader and to live with courage, integrity, and loyalty.
I’m very interested with this, wherein I will connect or relate it in the seminary formation life. Then, what is Seminary? According to Wikipedia, the free encyclopedia – “The English word seminary is taken from the Latin seminarium, translated as seed-bed, an image taken from the Council of Trent document Cum adolescentium aetas which called for the first modern seminaries. Accordingly, in the West the term usually refers to Roman Catholic educational institutes, but has widened to include other Christian denominations and American Jewish institutions.”
In my deepest thought, seminary is a training ground for the committed and deserving seminarians to become an excellent and dedicated priest in the future or follower of Jesus Christ. Based from my experience, seminarians have to live with the four core values of the seminary; Academic life, Community life, Pastoral life, and Spiritual life. The aim of four core values leads the individual seminarians to discover themselves or knowing themselves better – the hidden curriculum. In my seminary experiences, I discovered and observed that there’s lacking in the seminary formation curriculum which need to be improved as society change (21st century based) because they are more in traditional ways. Example, in the implementation of seminary’s rules and regulations is a command - they are forcing seminarians to follow and live with the four core values even it is against their will (parang sa pagkain na ipinipilit sayo na kainin kahit talagang) or in metaphoric statement “they are trying to mix water and oil, in fact, it cannot be.” Personally, I realized that I’m a slave in the seminary, so, I disobeyed the rules and regulations and did what I love to do. Seminary is not the passion of my life. With this, I’m not in the seminary to be trained as a superman, but, rather to be true to myself with freedom. After all, I was advised to leave the seminary. As Pope John XXIII quoted, “When I eat alone I feel like a seminarian being punished. I tried it for one week and I was not comfortable. Then I searched through Sacred Scripture for something saying I had to eat alone. I found nothing, so I gave it up and it's much better now.” Hereon, Hidden curriculum is what I am searching for and there’s no doubt that there were many seminarians leave the seminary.
Moreover, in this 21st century learning the seminary formators should re-evaluate their aims and considers all aspect of changing society to produce faithful and loyal priests as they define their essence. As a matter of fact in reality, there are many issues about our Religious sectors specially the young ones. I think it’s a lack of exposure (more or less 13 years staying in the seminary) in the material and world of pleasure especially when they are already in the mission and forget who they are. What's going on?
To conclude this reflection of mine on emphasizing hidden curriculum in the 21st century learners (PMA and Seminary), Military training ground and Seminary formation are much more alike, they promote equality, justice, liberty and peace. In addition, soldiers are trained to defend our country, on the other hand, priests are trained to promote and defend the Kingdom of God. As Ferdinand quoted, “there are many things that we do not want about the world. Let us not just mourn them. Let us change them.” Therefore, one common aim of PMA and Seminary is to change the absurd and chaotic world.
Dear Labby, we are what sociologist Erving Goffman call "total institutions," so much like prisons, concentration camps, convents, and some religious cults. I agree with you that military and seminary life is not for everyone; it takes extraordinary courage in the first place to make the choice,and that we breed a culture so distinct that we are often misunderstood by our public. We are similar in ways we re-socialize seminarians/cadets by "stripping away the individual's current identity and stamping a new one in its place," and indeed ours are institutions that cause profound effects on attitudes and orientations to life of those who choose to be part of us, just as how your seminary experience has shaped you, and of those former cadets I know...
ReplyDelete“Hidden curriculum is acknowledged as the socialization process of schooling. Accordingly, Drebeen (1968) argues that each student has different parental background and when each attends to school, he/she encounters the norms of schools that will prepare them to involve in the life of public sphere(s). He defines these norms as „independence‟, „achievement‟, „universalism‟, and „specificity‟ and suggested that these norms are required to teach them in order to collaborate with modern industrial society. Apple (1982) emphasized that hidden curriculum involves various interests, cultural forms, struggles, agreements, and compromises. Michael Lynch (1989) argues that schools have universalistic and particularistic hidden aspects that enable an unequal environment for students. Giroux (2001) identifies hidden curriculum as what is being taught and how one learns in the school as he also indicates that schools not only provides instruction but also more such as norms and principles experienced by students throughout their education life. Margolis (2001) argues that hidden curriculum, the school and classroom life, is the reproduction of schooling that enables to understand schools‟ hegemonic function(s) that also maintains power of state.” (83-84).”(Kentli, 2009, p.84).
ReplyDeleteFrom the theories stated above, hidden curriculum as the intentional communication of values of power holding entities to undoubtedly passive subjects (students/children) needs to be unmasked or revealed. Power or values are subjective thus uncritical state that needs careful reasoned judgment and critical assessment to eliminate the inherent prejudices and biases that tend to obstruct freedom for true learning to take place. Democratic values as opposed to hegemonic and fascist tendencies of school curriculum and administrations must be constantly set in dialogue and debates to ensure that students actively participate in the exercise of exposing the espoused ideologies of positivism, empiricism, immutability thesis, that delimits and constraints as a means used by the international status quo.
ReplyDeleteIt is not simply values but what values. Are these democratic values and critical higher learning ethics and principles that are above the natural attitudes of scientific learning which tends to enslave or stifle one’s capacity to live life according to the highest ascent man can will for himself?
We must establish first the fact that knowledge is not simply accumulation but application through interaction and exchange with human beings. The emphasis on man’s free will to choose what he wants to learn and that schools and curriculum must chiefly put that in mind before conceiving what curriculum to formulate and execute highlighting that principle in the integration with the pre-given natural curriculum of the scientific practices and disciplines to come up with a critical human being that doesn’t stop in his search for meaning and identity.
As such, 21st century society needs more critical thinkers that have already been fashioned in their formative years to become freedom and democratic loving citizens, actively engaged in their communities creating change as opposed to fascist and authoritarian states. Individuals who are likely to choose for themselves, who can discriminate right from wrong, who are able to take a stand and assert themselves and initiate in changing systems that are downright tyrannical and despotic are able to survive and lead happy and good lives than those who are conditioned or taught to readily accept propagandas by a personality that is empty and void. Let us not wait for the rise of another Hitler or Polpot. As teachers and educators, change starts in us by valuing freedom and will to exercise our reason in transcending the naturalistic attitude or the foundational subjects taught to us by our previous mentors, which is not everything that is in life. In the end, it is the quality of life, the ones where we asserted ourselves and fought any form of power trip and able to outshine even teachers who abused authority that are worth remembering and shaped our character which made us stronger and better and true to ourselves and to others. We do not want to be remembered as the stupid ones who simply agreed all our life or do we?
References:
APPLE, M. W. (2004). Ideology and Curriculum, London: Routledge & Kegan Paul.
DREEBEN, R. (1967). On What is Learned in School. London: Addison-Wesley.
KENTLI, F. (2009). Comparison of Hidden Curriculum Theories, European Journal of Educational Studies, 1(2), p. 84.
GIROUX, H. A. (2001). Theory and Resistance in Education. London: Bergin&Garvey.
LYNCH, K. (1989). The Hidden Curriculum: Reproduction in Education, A Reappraisal. London: The Flamer Press.
MARGOLIS, E. (Edit). (2001). The Hidden Curriculum in Higher Education. New York&London: Routledge.
Hi Liezl, I totally agree with your interesting idea of emphasizing the democratic values that must be integrated in classroom settings. These may serve as guidance for students to actively participate and be motivated to express their thoughts and show their abilities by giving them chances to freely expose what they know and what they can do. It also comes to the idea that the principles and disciplines we have today can be integrated into some conditions and facilitation contributing to the natural development of a person resulting to good reflections in life. Great job Liezl!
Deletefor those who want to check out the Hitler's Children video in you tube here's the link:
ReplyDeleteHitler's Children - Seduction Episode 1 - 5
http://youtu.be/q2O9WB8MRMc
let us learn from history's mistakes and as educators let us not be blind leading blind and let ourselves deceived because we let ourselves be weak, comfortable opened ourselves to despair, hopelessness and godlessness. hope this video will target your souls...