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Top1. Introduction
Schools as the educational institution, which contains age group from pre-school to university, has a determinant role in socializing children and teenagers. The best and the most important periods of growth and evolution are in scholastic age. So appropriate with each of educational periods and considering substantial, mental and emotional properties, special educational programs should be prepared for them. Experts and specialists of curriculum studies, such as Valence, Gorner and Knowlton believe that explicit and formal curriculum is not the only thing which students learn in schools and much of knowledge and taught of students is through interaction and communication which has arose from social and educational environment of school, and such taught has a significant effect on formation of moral and social personality of students. On the other hand, because these taught are performed via experiments and objective observations, has more stability and resistance. In educational systems which are among the most important and basic systems of each country for education of humanitarian fund, global and stable development, general regarding and all over encounter and precise and deep with the curriculum phenomenon has a prominent importance. During the history of curriculum, much of endeavors were made by experts of this field, which caused much more wealth of it (Hashemi, 2012).
Understanding the influential factors at work within learning environment in the school or the classroom is a growing area of interest. Hidden expectations, skill sets, knowledge, and social process can help or hinder student achievement and belief systems. A hidden curriculum refers to the unspoken or implicit values, behaviors, procedures, and norms that exist in the educational setting. While such expectations are not explicitly written, hidden curriculum is the unstated promotion and enforcement of certain behavioral patterns, professional standards, and social beliefs while navigating a learning environment (Alsubaie, 2015). This argumentative study is investigated how hidden curriculum issue transpired in learning environments of institutional and organization systems. Therefore, this paper will focus on the scholarly literature to show the hidden curriculum as the one of the problems, which most common in the curriculum. Also, it will show what the products of hidden curriculum are not always negative, effects can produce positive results.