Hidden curriculum is the term applied to any learning outcomes that are not expressly designed in a lesson plan. For example, if a student is assigned an animal dissection in biology, the.

The hedonic treadmill, also known as hedonic adaptation, is the observed tendency of humans to quickly return to a relatively stable level of happiness despite major positive or negative events or life changes. According to this theory, as a person makes more money, expectations and desires rise in tandem, which results in no permanent gain in happiness. Hedonic treadmill.

The Hidden Curriculum (1973 edition)The Hidden Curriculum (1970) is a book by the psychiatrist Benson R. Snyder, the then-Dean of Institute Relations at the. Snyder advances a thesis that much of campus conflict and students' personal anxiety is caused by unstated academic and social norms. These hidden norms affect the ability to develop independently or think creatively, and form what Snyder calls the. He illustrates his thesis with psychological studies and other research conducted at MIT and.Summary The phrase 'hidden curriculum' was coined by Philip Jackson in his 1968 book entitled Life in Classrooms, in a section about the need for students to master the institutional expectations of school. Snyder develops this with observations of particular institutions.

Snyder then addresses the question of why students — even or especially the most — turn away from education. Even honest efforts to enrich curricula frequently fail, says Snyder, thanks to the importance of the tacit and unwritten understanding. He says that while some students do not realize there is a disjunction between the two curricula, in a demanding environment, students develop strategies to cope with the requirements they face.Many students find they can not possibly complete all the work assigned them; they learn to neglect some of it. Some student groups maintain files of past examinations which only worsen this situation.The difference between the formal and real requirements produced considerable dissonance among the students and resulted in cynicism, scorn, and hypocrisy among students, and particular difficulty for minority students. No part of the university community, writes Snyder, neither the professors, the administration nor the students, desires the end result created by this process.The said the book 'will gain recognition as one of the more cogent 'college unrest' books' and that it presents a 'most provocative thesis.' The book has been cited many times in studies. See also.References.

by Alex Makowski ( Tech article, 20 January 1971). Snyder (1971). The Hidden Curriculum. September 5, 2012.

Philip Wesley Jackson (1968). Holt, Rinehart and Winston. Reprinted as Philip Wesley Jackson (1990). Life in Classrooms. Teachers College Press. Pp. 33–37.

^. Archived from on 2017-04-14. Retrieved 2016-10-23. CS1 maint: archived copy as title Sending Messages:Managing the Hidden Curriculum; second conference of the International Society for the Scholarship of Teaching and Learning (Vancouver B.C., 14–16 October 2005) 'For our purposes in higher education, therefore, let us set aside most of the above line of debate, and start with Snyder (1971). Snyder's observations pre-figured all the later research on 'Deep' and 'Surface' learning; he noted that at MIT in the 'fifties and 'sixties, the curriculum was getting more and more crowded as technological knowledge grew, and so undergraduates were taking 'short cuts' in their learning. They could not absorb everything, so they strategically tried to guess what would be assessed, for example, and revised only that. Snyder's additional insight, however, was to realise that unintentionally the Institute was teaching them to act strategically, hence the term 'hidden curriculum'.Read more: Hidden curriculum 2017-04-14 at theUnder Creative Commons License: Attribution Non-Commercial No Derivatives.

Hafferty, Frederick W.; O'Donnell, Joseph F., eds. Retrieved November 1, 2016. Book review, 20 Feb 1971, page 76. Sambell Kay, McDowell Liz (1998). 'The Construction of the Hidden Curriculum: messages and meanings in the assessment of student learning'. Assessment & Evaluation in Higher Education.

23 (4): 391–402. Portelli John P (1993). 'Exposing the hidden curriculum'. Journal of Curriculum Studies. 25 (4): 343–358.

:The Hidden Curriculum (1973 edition)The Hidden Curriculum (1970) is a book by Benson R. Snyder, the then-Dean of Institute Relations at the Massachusetts Institute of Technology.

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Snyder advocates the thesis that much of campus conflict and students' personal anxiety is caused by a mass of unstated academic and social norms, which thwart the students' ability to develop independently or think creatively. These obligations, unwritten yet inflexible, form what Snyder calls the. He illustrates his thesis with psychological studies and other research conducted at both MIT. Contents SummaryThe Hidden Curriculum is a book in seven chapters.

The title is a phrase coined by Philip Jackson in a 1968 essay entitled 'Life in Classrooms'. Jackson argues that we must understand as a socialization process; Snyder elaborates upon this thesis with studies of particular institutions. In the first chapter, 'The Two Curricula', Snyder advances the proposition thatThe assignments given in the classroom and the rewards for superior work are not limited to the formal curriculum. While many tasks are cast in explicit terms—'Do problems 1 through 8 on page 67,' 'Read Chapter 3 and be prepared to discuss the period 1792-1794 in French politics'—there is another set of less obvious tasks which bears a most interesting and important relationship to the formal curriculum.

The question for the student is not only what he will learn but how he will learn. These covert, inferred tasks, and the means to their mastery, are linked together in a hidden curriculum.

They are rooted in the professors' assumptions and values, the students' expectations, and the social context in which both teacher and taught find themselves.Snyder then continues to address the question of why students—even or especially the most gifted—turn away from education. Even honest efforts to enrich curricula frequently fail, says Snyder, thanks to the importance of the tacit and unwritten understanding. He observes that while some students do not realize there is a disjunction between the two curricula, almost all students must resort to ploys and stratagems to cope with the requirements they face. For example, within the first month of classes, many (or perhaps most) students discover they cannot conceivably complete all the work assigned them; consequently, they must selectively neglect portions of the formal schoolwork. What's more, attempts to beat the 'competitive game', such as compiling 'bibles' of solutions to be passed from one generation to the next, often only worsen the situation. Professors become locked into the competition, and only a determined effort can change the behavior pattern on either side.No part of the university community, writes Snyder, neither the professors, the administration nor the students, desires the end result created by this process.In the second chapter, Snyder investigates the question of 'selective negligence' more deeply, using a psychological study which began in 196. He reports the (pseudonymous) comments made by five students, discussing their career at MIT.

For Moore, MIT is a 'huge beast', where competitive social roles lead professors into 'wreaking their vengeance' on his classmates' grades. He notes that, when his friends make even trivial mistakes in class, they respond by shutting off their senses of wonder and curiosity. He used terminology of to describe his attitude, and that of his classmates, to the stressful life they led. Jones, also aware of the unwritten demands placed upon him, perceived less irony in the situation, and his high grades became 'very nearly the most important basis' of his individual self-worth. His only (relatively minor) academic troubles were with a freshman humanities subject and an unstructured, experimental engineering class he took as a junior, classes where it was more difficult to tell which answers the professors considered 'correct'.By contrast, Smith was an example of academic failure. He had performed admirably well in high school, exerting almost no serious effort, but at MIT he began to fail quizzes.

During an exam in his freshman year, his memory blanked after half an hour and he froze. He then placed his faith in osmosis, sleeping with books under his pillow. Eventually, after two years, Smith was academically disqualified and left MIT. In his interview, Smith revealed aspects of his personal and family history which prompted Snyder to write, 'Only a relatively few students have problems as extreme as this, but many have passed through a period in which they respond in such a manner. However, Smith's case does not explain the bulk of withdrawals from college. Most are not caught up in such extreme distortion or such severe neurotic restriction in their adaptive choices.'

Other students managed to adapt. One such student, Brown, hailed from the Midwest.

In both the school's estimation and his own, he was one of his class's lower-ranking students; in fact, on the basis of his College Board test scores, he expected to be denied admission. By mastering selective negligence, Brown was able to raise his grades and make the dean's list. The last student, Robertson, began with the sensation that by learning scientific skills at MIT, he would benefit humanity at large.

'The necessity for becoming a 'ruthless' competitor posed a special threat to his image as a 'good person.' ' He responded by moving across the Charles River to a fraternity, where he could direct his energy into helping his younger fellows to adapt.The third chapter, written by Martin Trow of the University of California, Berkeley, discusses patterns of stress in the MIT lifestyle, and describes some reforms instituted to ameliorate these problems.

Trow notes that MIT's nature is inherently conflicted or, for it is at once a university for scientists—who must learn ingenuity and creativity—and a professional school for training engineers, who must focus on technical competence. These two roles, not entirely distinct, reflect themselves in conflicting demands which the students must resolve.