Learning Objectives

  • Identify aspects of the four curricula: explicit, hidden, null, and extracurricular
  • Critically analyze sociological influences of a hidden, null, and extracurricular curriculum.
  • Explain the differences of the four curricula
  • Identify how the different cognitive and affective domains of learning shape curricular design.

Curriculum, according to John Dewey (1902) “…is a continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies . . . the various studies . . . are themselves experience— they are that of the race” (p. 11–12). This chapter will focus on the different types of curriculum and the relationship between curricula, cognition, and affect.