The growth of surveillance in UK schools in recent years has resulted in the development of what can be labelled as the surveillance curriculum. Operating through the overt and hidden curricula, contemporary surveillance practices and technologies not only engage students in a discourse of control, but also increasingly socialise them into a…

The article outlines the occupational socialization perspective of the physical education curriculum by exploring 11 primary assumptions which call attention to the relationship among teachers, teacher educators, curricula, and social structure. (Author/CB)

Provides an overview and an examination of educational didactics in Sweden. In this context, didactics refers to the study of what content is chosen and how it is taught. Some theorists have extended this to include how students conceptualize what they are taught. Discusses the conflicting schools of thought. (MJP)

The hidden curriculum is that set of intentional outcomes from schooling not formally recognized or written. Although not perceived by educators as a measurable construct, the hidden curriculum has been a significant underlying caretaker of culture. Changes in the hidden curriculum can occur more quickly than changes in the formal curriculum,…

Criticizes the concept that secular, rationalist thought is more objective than religious thought. Maintains that all human inquiry and interaction is rife with subjective bias and assumptions. Defends the teaching of religious subjects in public schools on this basis and calls for an "intersubjective" approach (acknowledging rationalist…

An overview is presented of an elementary-level social studies core curriculum at Fieldston Lower School (in New York City) in which the moral and ethical development of students is seen as a priority. Fieldston Lower School is one of three branches of the Ethical Culture Schools. Article 1 focuses on the modification of the traditional elementary…

Contends that curriculum theorists often distinguish between the formal or official curriculum from the actual or hidden curriculum. Argues that the hidden curriculum always has a normative, or moral, component and that educators have a responsibility to make the hidden curriculum as explicit as possible. (CFR)