Formal Curriculum vs. Hidden Curriculum

There are famous saying in our society such as, “don’t judge the book by its cover” or “a picture is worth a thousand words”. These adages depict the essence that reveals, what you see in the physical aspect of things is not necessarily the full story. In the following reflection I will be commenting on how the formal curriculum differs from the hidden curriculum in the academic setting.

In every aspect of society there are fundamental structures (laws) which allow us to have a harmonious or consistent flow of communication, information, and even traffic. Without these structures (law, guidelines) the foundation in which these structures lay may be fragile. In the academic setting it isn’t any different; in order to establish a consistent flow of information and give our students the best educational programs certain “norms” must be erected. These “norms” are what are understood to be the formal curriculum found in the academic setting today. The formal curriculum courses consist of reading, writing, sciences, mathematics, and others. In this arena of courses students are trained and prepared to compete or exist in a competitive level in today’s society. Without these common skills students will be met with challenges in the work force and even in day to day operations. In the study of “cultural behavior and development” and “ancient apprenticeship” we see the importance of gaining a formal education which leads to some sort of respected vocation. This apprenticeship ultimately leads to a more productive, secure, and stable lifestyle in those who attain it.

In the midst of teaching the formal curriculum, “should know”, we experience and see something dynamic happening in the interaction of students, teachers, social environments, intercommunication, and even the intra communication. Students become more aware of others experiences and diversities. They also begin to relate to each other and themselves better, thus creating confidence and increased communication levels. All of this begins to unfold in almost a systematic and effortless way. This “teaching” within teaching is what is known as the “hidden curriculum”. Students who are studying drama, for example, become aware of what it feels like to be in front of people, nervousness, stage fright, memorization and etc. All of these are not intentionally programmed into the formal curriculum but become part of it.

These dynamic settings are sometimes the richest and most profound in leaving an impact on our students. Information transfer is not the only way that students learn, but it is in the daily participation of these formal curriculums which will also prepare these young adults in becoming successful partners of our society. Who can teach a youngster what it feels like to be rejected when students are preparing for a class presentation and that youngster was not chosen? Throughout the hallways of many academic settings I have come to realize that schools have become “mini communities” in itself. These “mini communities” is a place where students are contributing to the learning process and sharing a common goal to learn and succeed. It is an academy of diversities, dynamics and fun. With the proper attitudes and desire to succeed, students, teachers and even parents can take with them something positive and constructive.