Journal of Moral Education 10 (1):3-8 (1980)
Abstract The learning associated with the hidden curriculum is likely to be unconscious. This raises questions about the moral standing of the hidden curriculum, which seems to violate two basic rights of the pupils: (1) the right to decide for themselves what they wish to study; (2) the right to be aware of the forces that have influenced them. Seeing as hidden curricula are unavoidable components of all education, this raises questions about the morality of education itself. It is thus the task of the school to raise the hidden curriculum to the consciousness of the pupils, in order to protect them from its influence. ?Raising the hidden curriculum to consciousness? can be interpreted in different ways. The strategies associated with the relevant interpretations are problematic. However, their implementation is essential for the moral education of the pupils
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