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

Anita Jug Došler

doi:doi:10.11648/j.edu.20211003.16

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

Anita Jug Došler

Published in Education Journal (Volume 10, Issue 3)

Received: 9 June 2021 Accepted: 23 June 2021 Published: 30 June 2021

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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.

Published in	Education Journal (Volume 10, Issue 3)
DOI	10.11648/j.edu.20211003.16
Page(s)	107-113
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Hidden Curriculum, Adult Education, Reflection, Adult Practice

References

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Anita Jug Došler. (2021). Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Education Journal, 10(3), 107-113. https://doi.org/10.11648/j.edu.20211003.16

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Anita Jug Došler. Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Educ. J. 2021, 10(3), 107-113. doi: 10.11648/j.edu.20211003.16

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AMA Style

Anita Jug Došler. Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Educ J. 2021;10(3):107-113. doi: 10.11648/j.edu.20211003.16

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@article{10.11648/j.edu.20211003.16,
  author = {Anita Jug Došler},
  title = {Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum},
  journal = {Education Journal},
  volume = {10},
  number = {3},
  pages = {107-113},
  doi = {10.11648/j.edu.20211003.16},
  url = {https://doi.org/10.11648/j.edu.20211003.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/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.},
 year = {2021}
}

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TY  - JOUR
T1  - Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum
AU  - Anita Jug Došler
Y1  - 2021/06/30
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211003.16
DO  - 10.11648/j.edu.20211003.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 107
EP  - 113
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211003.16
AB  - 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.
VL  - 10
IS  - 3
ER  -

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Anita Jug Došler

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Plain Text BibTeX RIS

APA Style

Anita Jug Došler. (2021). Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Education Journal, 10(3), 107-113. https://doi.org/10.11648/j.edu.20211003.16

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ACS Style

Anita Jug Došler. Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Educ. J. 2021, 10(3), 107-113. doi: 10.11648/j.edu.20211003.16

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AMA Style

Anita Jug Došler. Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum. Educ J. 2021;10(3):107-113. doi: 10.11648/j.edu.20211003.16

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@article{10.11648/j.edu.20211003.16,
  author = {Anita Jug Došler},
  title = {Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum},
  journal = {Education Journal},
  volume = {10},
  number = {3},
  pages = {107-113},
  doi = {10.11648/j.edu.20211003.16},
  url = {https://doi.org/10.11648/j.edu.20211003.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/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.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum
AU  - Anita Jug Došler
Y1  - 2021/06/30
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211003.16
DO  - 10.11648/j.edu.20211003.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 107
EP  - 113
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211003.16
AB  - 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.
VL  - 10
IS  - 3
ER  -

Copy | Download