Revealing the Hidden Curriculum in Higher Education

Semper, José Víctor Orón; Blasco, Maribel

doi:10.1007/s11217-018-9608-5

Cited by 89 publications

(70 citation statements)

References 47 publications

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“…A number of studies have discussed the HC in higher education (e.g., Bergenhenegouwen, 1987;Hafferty & Franks, 1994;Trevino & McCabe, 1994;Sambell & McDowell, 1998), while only a few studies have researched the HC in the business school context (Blasco, 2012;Ehrensal, 2001;Ottewill et al, 2005;Orón Semper & Blasco, 2018).…”

Section: The Hidden Curriculum In Higher Educationmentioning

confidence: 99%

“…Rather it is essential to nurture a dialogue among faculty about the tacit messages that could potentially be attached to different subject areas, especially those areas that are often portrayed as value-neutral (e.g., economics and finance; PRME, 2015). Such diagnostic work can only succeed through explicit and repeated discussions among faculty (Orón Semper & Blasco, 2018). The goal should not be to shame anyone or any particular subject area but rather to encourage critical reflection among faculty about what they (not) do in the classroom and which intended and unintended messages they may be sending to students.…”

Section: Overcoming Prme Implementation Barriersmentioning

confidence: 99%

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Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

et al. 2019

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Section: The Hidden Curriculum In Higher Educationmentioning

confidence: 99%

Section: Overcoming Prme Implementation Barriersmentioning

confidence: 99%

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

et al. 2019

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“…disqualify the claim that a brain module can be associated with a psychological function (for a detailed account of the evolution of neuroscience, see Blanco, 2014, andOrón Semper, 2019 in the field of emotion). From neuroscience, the debate is open but what seems more accurate in the understanding of emotion is that it is an information of the global estate of the system and, in the case of human being, an effect of human action and his or her history (Orón Semper, 2019, p. 299).…”

Section: Summary On the Neuropsychological Debate On Light Of As-ps mentioning

confidence: 99%

“…The IPS model can help immensely when applied to different aspects of education. For example, it understands leadership in education not as successfully applying strategies but as knowing how to make sense of education and promote cooperation among colleagues (Simkins, 2005) and students (Orón Semper and Blasco, 2018). On the whole, when applied to education, we believe that the IPS model can aid social innovation in a profound and sustainable way since it shifts education toward an act focused on social renewal starting with its very foundation.…”

Section: Implications For Educationmentioning

confidence: 99%

“…For that, we must employ a social understanding of education from the very beginning. This article thus proposes a social model of human development called the "inter-processual self " (Akrivou et al, 2018) and applies it to education "centered on the interpersonal relationship" (Orón Semper and Blasco, 2018). It further provides an adequate conceptual framework for education in service of social innovation, suggesting that education that does not have a social foundation will not successfully integrate social aspects later.…”

Section: Introductionmentioning

confidence: 99%

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Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

2019

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Social innovation aims for creating social value primarily while it recognizes that not all technology-based progress amounts to social progress. We think that this calls for a paradigm shift in how we understand education. No one doubts that education requires intense cognitive effort, but educational proposals certainly vary depending on how cognition is understood. In this article, we suggest that different ways of understanding human development are related to different ways of understanding cognition. Thus, these different conceptions of human development affect their resulting educational proposal. While not an exhaustive account, we sketch out three models of human development, the so-called autonomous self (AS), processual self (PS), and inter-processual self (IPS). Each has different implications for education depending on their particular understanding of cognition. The AS and PS models understand cognition as a primarily rational mastery exercise, with the difference that PS uses relationships and diverse psychological faculties for the subject's cognitive development, whereas AS relies more on the subject's rational agency. On the other hand, IPS understands cognition as a relational act that, when it arises from interiority, affects all dimensions of the person. In the present article, we explore the educational consequences of these different ways of understanding cognition with the assistance of interdisciplinary dialogue from philosophy, psychology, and neuroscience, and their repercussion on social innovation with the intention of opening up reflection in the field of education and of inspiring its practitioners to rethink the model they assume. We will conclude with reflections informing educational implications for the design of programs and teacher training itself.

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A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and readiness

Lu,

Bashir,

Dalceggio

et al. 2024

FEBS Open Bio

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To date, most efforts to decolonise curricula have focussed on the arts and humanities, with many believing that science subjects are objective, unbiased, and unaffected by colonial legacies. However, science is shaped by both contemporary and historical culture. Science has been used to support imperialism, to extract and exploit knowledge and natural resources, and to justify racist and ableist ideologies. Colonial legacies continue to affect scientific knowledge generation and shape contemporary research priorities. In the biomedical sciences, research biases can feed into wider health inequalities. Reflection of these biases in our taught curricula risks perpetuating long‐standing inequities to future generations of scientists. We examined attitudes and understanding towards decolonising and diversifying the curriculum among students and teaching staff in the biomedical sciences at the University of Bristol, UK, to discover whether our current teaching practice is perceived as inclusive. We used a mixed methods study including surveys of staff (N = 71) and students (N = 121) and focus groups. Quantitative data showed that staff and students think decolonising the curriculum is important, but this is more important to female respondents (P < 0.001). Students are less aware than staff of current efforts to decolonise the curriculum, while students from minority ethnic groups feel less represented by the curriculum than white students. Thematic analysis of qualitative data revealed three themes that are important for a decolonised curriculum in our context: rediscovery, representation and readiness. We propose that this ‘3Rs framework’ could guide future efforts to decolonise and diversify the curriculum in the biomedical sciences and beyond.

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Revealing the Hidden Curriculum in Higher Education

Cited by 89 publications

References 47 publications

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and readiness

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