تحلیلی از برنامه درسی مستتر بحثی نو در ابعاد ناشناخته نظام آموزشی

This paper is a speculation on the Hidden Curriculum as an educational black box; it seeks ihe theoretical roots in the educational fields. In this process the author has made use of organized references and literature through international data bases in relation to Educational Sciences and Arts. The review of the literature rvealed four approaches that characterized the work dealing with the hidden curriculum. These approaches were classified under categories of atheoretical work, functionalist, correspondence and resistance theories. All of these approaches epistemologically provide a number of insights into how the hidden curriculum works in schools. The guiding assumption of the practical insights of the framework is that a theory of resistance among others was considered as a valuable theoretical construct that provides the theoretical elements necessary to develop a critical pedagogy of the hidden curriculum. A Major ben-efit deriving from the work of the hidden curriculum was that schools now are seen as political institutions, inextricably linked to issues of power and control. Finally, in order to familiarize the teachers, faculty members, students,curriculum workers, and others in educational fields and promote the educational curriculum of the country recommendations will be made. This paper has been prepared by Dr.N. G. Ghourchian, a faculty member and vice president of Institute for Research and Planning in Higher Education.