Two stops:
I really like the idea about explicit curricula and implicit curricula. The article emphasizes that children spend a large portion of their childhood in school, and during this time they are exposed to both explicit and implicit curricula. The explicit curriculum includes the teaching of reading, writing, arithmetic, and history. The implicit curriculum is the set of expectations and rules that define schooling as a cultural system. These definitions are different from traditional understanding of curriculum.
The document emphasizes that schools have consequences not only because of what they teach, but also because of what they fail to teach. Ignorance isn't a neutral void; it affects the options one can consider and the perspectives one can adopt. Thus, what students are not taught can limit their understanding, options, and perspectives, leading to a biased or simplistic view of the world.
If the BC curriculum follows traditional curriculum models and ignores alternative subjects or perspectives, it may not be fully aligned with Eisner's ideas. To ensure alignment, the curriculum would need to consider the broader implications of the explicit, implicit, and null curricula and ensure a comprehensive and diverse educational experience for students.
Revised:
The explicit curriculum, which encompasses the direct teaching of subjects like reading, writing, arithmetic, and history, aligns well with the traditional approach I've encountered in schools. I recall a focus on these subjects, with an emphasis on standardized testing and measurable outcomes. However, Eisner's concept of the implicit curriculum, the unspoken norms, values, and expectations embedded in the schooling environment, made me reflect on the less obvious yet impactful aspects of my education.
From my observations, schools not only impart academic knowledge but also socialize students into particular ways of thinking and behaving. For instance, the implicit curriculum in my school experience involved learning respect for authority, adherence to time management, and developing a competitive spirit through grading systems. These aspects, though not part of the formal curriculum, played a significant role in shaping my approach to learning and interacting with others.
Comparing these ideas with the BC Provincial Curriculum, I realize there might be a disconnect. If the BC curriculum primarily focuses on traditional academic subjects and overlooks the implicit and null curricula, it might not fully align with Eisner's broader vision of education. For a truly comprehensive educational experience, it's crucial to consider not just the explicit content taught but also the underlying values, skills, and perspectives that are being implicitly communicated to students.
In conclusion, Eisner's ideas have prompted me to reevaluate my understanding of curriculum and its impact. It's clear that a well-rounded education should encompass not just the explicit knowledge imparted in classrooms but also the implicit and null curricula that significantly influence a student's development.
