Позитивные изменения. Образование. Школа будущего (Тематический выпуск, 2022)/Positive changes. Education. The school of the future (Special issue, 2

"It is very important to have the right kind of people around the child. The school’s job is to develop the child’s circle of communication, to lay down the basic values, concepts, principles, to build up the child’s personality, to help him find his way, to help him in his development, in communication. Because that’s the society we are going to have in five years; that’s the environment we are all going to live in. That’s the future we are shaping," Yaroslava Kabanova says.

Here it makes sense to consider the pedagogical and methodological term "hidden content of education".

THE HIDDEN CONTENT OF EDUCATION

"Education is determined by the specific atmosphere at the educational institution, the 'school spirit' as much as it is by the set of academic subjects, specializations, the volume of material taught, etc.

The essence of this phenomenon is revealed by the term "hidden curriculum," used by many Western researchers. To me personally, the term "hidden content of education" seems quite acceptable. It can be accepted as a working definition precisely because in the very process of revealing its theoretical and practical content, we will inevitably come to answering the question of what is actually taught and what should be taught in school.

I side with the researchers of this hidden content in that it should include the following phenomena of school organization:

• various kinds of differentiation of students by their abilities, including our domestic invention of recent years — remedial classes and special classes for gifted children (the "fools' classes" and the "nerds' classes", as children themselves refer to them);

• the real power structure in the school (totalitarian or hierarchical, democratic or liberal);

• the language of a class or school (not formally, of course, but by the actual semantics, tone, style, and volume of vocabulary in use);

• the established practice of telling the teacher what he or she expects vs. what the student actually thinks;

• ability to act in the situation of a test or exam (not the cultural forms of behavior in a test situation, but the established rules of cheating, peeking, guessing, etc.);

• the actual distribution of study time (not by curriculum or schedule, but by the time actually used by the student — some students really have 12 hours of study time a day, while others don't have even half an hour)."

Tubelsky, A. N. The way of school life — the hidden content of education // Voprosy obrazovaniya. — 2007. — Issue 4, pp. 177–181.