“What schools do not teach may be as important as what they do teach.” I gained new insight into the idea of the null curriculum through this article. While schools can explicitly teach the content outlined in the BC curriculum, students’ ability to generate their own thoughts around specific ideas cannot simply be taught directly. Thinking is one of the most productive abilities for individuals, and when combined with the BC curriculum, it allows us to foster this ability alongside subject content. I believe this is also why inquiry-based classrooms are encouraged and why we need to teach students how to learn, not just limit them to mathematics concepts.
Moreover, teaching should not be reduced to mere techniques. In today’s world, where knowledge is so easily accessible through AI and the internet, or even through books, the role of a teacher must go beyond delivering information; it’s important for us to differentiate ourselves with “teaching robots.” Education can occur outside of school, but within schools the hidden curriculum is especially powerful: students learn not only knowledge, but also authority, competition, and social norms. Through collaboration, reflection, and effective assessment, students can experience meaningful interpersonal growth.
Finally, curriculum should be seen as a fundamental tool that helps us create a structure for the totality of experiences students encounter in school. As Eisner emphasizes, these experiences are not shaped by the explicit curriculum alone but also by the hidden and null curricula working together. When we combine all three curriculum, it is way easier to create richer learning opportunities that prepare students not only for academic success but also for life beyond the classroom.
This was a really thoughtful response. I liked how you engaged with the idea of the null curriculum and connected it to inquiry-based learning. You made a strong point that teaching students how to think is just as important as teaching subject content, and you linked this to real practices like inquiry — that shows you’re considering how Eisner’s theory connects with the classroom.
回复删除Your section on the role of teachers in a world where information is everywhere (through AI, the internet, or books) was also very insightful. You highlighted that what makes teaching meaningful isn’t just sharing knowledge, but creating experiences, relationships, and lessons about how we learn together. That shows strong awareness of the implicit curriculum.
I also appreciated your conclusion where you brought the three types of curriculum together as a “totality of experiences.” That captured Eisner’s point well, and you expressed it clearly in your own words.
As a next step, you could strengthen this even further by giving a concrete example — maybe from your own schooling or teaching — of how the three curricula overlap in practice. That would make your analysis feel even more grounded and relatable.