Uniwersalnośc i partykularność a warunki możliwości ukrytego programu nauczania - powrót do problemu niezamierzonych efektów edukacji
Universality and Particularity and the Conditions of Possibility of the Hidden Curriculum - Return to the Issue of Unintended Outcomes of Education

Summary/Abstract: In this paper, the author returns to the conception of a “hidden curriculum”, placing it in the perspective of Ernesto Laclau and Chantal Mouffe’s theory of hegemony. The aim of this paper is to reflect on the conditions of possibility of a hidden curriculum in schools, and to analyze its functioning, through the prism of Foucault’s thesis on the concurrent rationality and non-subjectivity of power relations, and the assumption of social conflict being the basis for emergence of any dominant interpretation of reality. The main theses of this paper are that while analyzing hidden curricula we must take into account a strong interplay between the schools and socio-economic and political framework within which they function; and that the notion of conflict is the main element which is omitted by the education process. The New Left theory gives us the means to take on that issue, not only in the perspective of schools’ reproductive function, but by enabling us to look at the unintentional outcomes of education as a phenomenon connected to the emergence of social consent (which effects from the privileging of consensus) concerning the “dominant rationality” within the given social context.

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