Abstract:

The article raises the theme of “hidden curriculum”, discusses the philosophical and socio-anthropological foundations that led to the emergence of this topic in pedagogical and anthropological literature. The analysis of the activities of the educational organization through the prism of the “hidden curriculum” and its interpretation is carried out in order to identify the “advantages” of the university over the school. Based on the idea that at any stage of education (from pre-school to university), one can find both completely official, declared values ​​and learning objectives, as well as hidden ones, which are reproduced in the process and the result of the educational process by the participants themselves.  We consider it possible to conduct a comparative analysis of  the some aspects of the “hidden curriculum” between the school and the university. The comparison is based on the critical ideas of  D. T. Gatto, who proclaims the school “a puppet factory”, where students receive “lessons” of unsystematicity, indifference, dependence, accountability, etc. Interpretation of what form these “lessons” take in a university is based on the information available to the authors as a direct participants of the educational process at one of the federal universities in Russia. The conclusion is drawn about the advantages of higher education compared to school education in the direction of reducing the "hidden" components of the curriculum, but the impossibility of their complete disappearance due to objective reasons. It also discusses the problem of “university freedoms” and the personality of the student himself and considers the possibility of introducing various measures to get rid of the hidden components of the curriculum in modern Russian education