抄録
This paper examines the concept of the "Hidden Curriculum" based on D.Gordon's theory. The definitions of the "Hidden Curriculum" are different in many ways. For example, on the one hand, some Functionalists stress morality in education, which students have to learn for survival in the classroom , on the other hand, some Radicalists regard "Hidden Curricullum" as Ideology, used by the dominant classes in the society. Because of the variety and ambiguity of the concept of the "Hidden Curriculum", it is very important to identify it's concept theoretically. I will take 3 points into consideration. 1) to clarify the meaning of "hiddenness". 2) to identify the effectiveness of the "Hidden Curruiculum". 3) to classify the contents of the "Hidden Curruiculum". The findings may be summarized as follows; 1) The reason for "hiddenness" is that the "Hidden Curriculum" is so pervasive and consistent over the many years in which our students attend school, that it affects them unconsciously. 2) If students were to learn the general nature of rules, we could say that learning the "Hidden Curriculum" leads to success. 3) We can distinguish between two types of hidden curricula with regard to the internal cognitive structures of the learner and the reward value of the learned material.They are "Hot Curriculum" and "Cold Curriculum".
