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Hidden Realities Within Schooling

Hidden Realities Within Schooling The democratization of schools is becoming the most embracing question in Australian education. Contrary to popular belief, lay and professional, incidental learning within schools is more potent than the intended cognitive outcomes of learning, that is, the principal function of schooling is latent rather than manifest. The social relations of schooling within a bureaucratic system, together with the general prevalence of a subject‐divided curriculum, teacher‐focused classrooms, and competitively oriented grading, condition the young as future jobholders and as citizens of a mass‐technocratic society. Schools need to be transformed into autonomous lifelong learning centres to foster the correlative, democratic values of individuality and community. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Social Issues Wiley

Hidden Realities Within Schooling

Australian Journal of Social Issues , Volume 9 (2) – Jun 1, 1974

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Publisher
Wiley
Copyright
© Australian Social Policy Association
eISSN
1839-4655
DOI
10.1002/j.1839-4655.1974.tb00528.x
Publisher site
See Article on Publisher Site

Abstract

The democratization of schools is becoming the most embracing question in Australian education. Contrary to popular belief, lay and professional, incidental learning within schools is more potent than the intended cognitive outcomes of learning, that is, the principal function of schooling is latent rather than manifest. The social relations of schooling within a bureaucratic system, together with the general prevalence of a subject‐divided curriculum, teacher‐focused classrooms, and competitively oriented grading, condition the young as future jobholders and as citizens of a mass‐technocratic society. Schools need to be transformed into autonomous lifelong learning centres to foster the correlative, democratic values of individuality and community.

Journal

Australian Journal of Social IssuesWiley

Published: Jun 1, 1974

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