A Review of Current Theory of Hidden Curriculum: The Need for a Paradigm Shift from Unintended Curriculum to Intended Curriculum

The Aim of this article is to review the current theory of hidden curriculum in terms of unintended curriculum approach. Hidden curriculum refers to learning achieved unintentionally and without the intention of policy makers and curriculum developers. In fact, what is not under the control of curriculum development is called hidden curriculum. This article seeks to review this approach and to challenge this type of vision and provide an alternative viewpoint. From the new viewpoint, it is discussed that that hidden curriculum essentially cannot be unintended, because in this case it would be in contradiction with the concept of the program and consequently the hidden curriculum. The article argues that there is another learning than the intended curriculum in class, and perhaps more energetic than the official curriculum, but might not be called as "program" and "hidden". This phenomenon could be anything except the hidden curriculum. In this paper it is referred to as "learning" (implicit learning), but not hidden curriculum. Finally, a different view and analysis is presented regarding hidden curriculum and components of this type of program, which incidentally is hidden and is intended.