잠재적 교육과정의 재개념화를 위한 잠재적 교육과정 이론에 대한 평가 = Theoretical analysis on the hidden curriculum for reconceptualization of the hidden curriculum

다국어 초록 (Multilingual Abstract)

The concept of hidden curriculum has been interpreted in various ways since it appeared 40 years ago. One issue about the concept of hidden curriculum is a controversy upon whether it is ``subordinate`` to the manifest curriculum or not. The aims of this study are to analyze the limit of this controversy about the hidden curriculum and reconceptualize it from an angle of class activities. According to this study, oppositive theorists interpreted the concept of hidden curriculum in their separate ways. That is to say, though theorists use the same term hidden curriculum, they have very different meanings. The controversy upon whether hidden curriculum is subsidiary or not is unproductive dispute, because theorist argue this problem while using different assumptions about meaning of hidden curriculum. This study makes a new suggestion for reconceptualization of the hidden and manifest curriculum from an angle of class activities as follows; The hidden curriculum is educational contents of ``tacit and personal mode``, compared with the manifest curriculum is educational contents of ``formal and public mode``. Based on the this alternate conception of curriculum, it can be said that the hidden curriculum and manifest curriculum has the following three characters. First, the former is ``educational contents as substance``, and the latter is ``educational contents as formal descriptor of the hidden curriculum``. Second, the former is ``superfluous educational contents``, and the latter is ``formalized part of the hidden curriculum``. Third, the former makes the manifest curriculum exist and modifies it, and the latter sparks and advances the hidden curriculum.

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