"What we learn in school comes in part, and perhaps the smaller part, through the manifest curriculum. We first learn skills-how to read and write and do arithmetic-and then we begin the long process of learning subject matter. This is what school is intended to impart to us. We are taught, in all manner of visible ways, how to do things and what we ought to know."
"From the start, we learn other things as well: how to follow rules, how organizational hierarchies work and how we can be held accountable for misbehavior. We learn, too, what matters to other members of our tribe-individual achievement, success in competition-and what makes some people more important than others. These are elements of the hidden curriculum, or what might be called the meta-lessons of school."
"By the time students get to college, they have already absorbed many such lessons, or they wouldn't be here at all. But college offers a new set of meta-lessons. These are lessons about knowledge itself: how to assess it, how to identify its varieties, how it's created. To miss out on these lessons, as can happen, is to miss out on what is most valuable about a college education."
School imparts a manifest curriculum of skills—reading, writing, arithmetic—and subject matter through visible instruction. Students also learn a hidden curriculum: rule-following, organizational hierarchies, accountability, and cultural values like individual achievement and status. College introduces meta-lessons about knowledge itself: how to assess, categorize, and create knowledge. Missing these meta-lessons forfeits the most valuable aspects of higher education. Political consequences arise from educational differences. A pronounced diploma divide links non-college whites with strong Trump support and degree-holders with Democratic tendencies. Some analysts attribute the divide to economic dislocation and resentment, which can make protective white-interest messages politically resonant.
Read at Inside Higher Ed | Higher Education News, Events and Jobs
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