The Way Classroom Functions: Another Hidden Curriculum to be Explored
This paper seeks to explore the actual classroom
setting, to examine its role for students- learning, and attitude in the
class. It presents a theoretical approach of the classroom as system to
be explored and examines the concrete reality of Greek secondary
education students, under the light of the above approach. Based on
the findings of a quantitative and qualitative research, authors
propose a rather ontological approach of the classroom and underline
what the key-elements for such approach should be. The paper
explores extensively the theoretical dimensions for the change of
paradigm required and addresses the new issues to be considered.
[1] D. Rowntree, Developing Courses for Students. London: McGraw-Hill,
1981, p. 115.
[2] P. Jackson, Life in classrooms. New York: Teachers College Press,
1968.
[3] M. Durand, Ria, L. and E. Flavier, « La culture en action des
enseignants », Revue des Sciences de l-Education, vol. XXVIII, no.1, pp.
83-103, 2002.
[4] J. Lave, "The culture of acquisition and the practice of understanding",
in Situated cognition : Social, semiotic and psychological perspectives,
D. Krishner et J. A. Wilson, Ed. Mahwah, NJ : Lawrence Earlbaum
Associates, 1997, pp. 63-82.
[5] B. Charlot, « De l'éducation nationale ├á l'insertion professionnelle », in
Intégration et exclusion, Presses universitaires de Lille, 1992.
[6] M. McCulloch, "Improving Initial Teacher Training? Policy in Action
1984 -1994", in Improving Initial Teacher Training?, New Roles for
Teachers, Schools and Higher Education,. M McCulloch and B. Fidler,
Ed. Cambridge: Longman, 1994, p.10.
[7] S.E. Ash, "Effects on group pressure on the modification and distortion
of judgements », in Groups Leadership and Men, H. Guetzkow, ed.
Pittsburgh: Carnegie Press, I Ash, 1951.
[8] L. Lewin, Resolving social conflicts; selected papers on group
dynamics, Gertrude W. Lewin (ed.), New York: Harper &Row, 1948.
[9] L. Coch, and J. French, "Overcoming Resistance to Change", Human
Relations, vol. 1, pp. 512-32, 1948.
[10] G. Mead, Mind, Self and Society, Chicago: Chicago University Press,
1934, p.75.
[11] P. Bourdieu, Ce que parler veut dire. Paris : Fayard, 1982.
[12] G. Mugny, W. Doise, « Le marquage social dans le développement
cognitif », Cahiers de Psychologie Cognitive, vol. 3, pp. 89-106, 1983.
[13] J-C. Abric, Psychologie de la communication. Paris : Armand Colin,
1996, p. 135.
[14] J. Simister, "Spiral Thinking: how one school set about changing the
way it thinks", Journal of Further and Higher Education, vol. 18, no. 1,
pp. 31-43, 2004.
[15] F. Fischer, Technocracy and the politics of expertise. Newbury Park:
Sage Publications.1990.
[16] M. Postic, La relation éducative, Paris: PUF, 1992.
[17] P. Dourish, Where the Action Is: The foundations of embodied
interaction. MIT Press, 2001.
[18] R.E, Slavin, "Team-Assisted Individualization: Combining Cooperative
Learning and Individualized Instruction in Mathematics". in Learning to
Cooperate, Cooperating to Learn R.Slavin, S. Sharon, S. Kagan, R. H.
Lazarowitz, C. Webb and R. Schmuck Ed. New York: Plenum, 1985, pp.
177-209.
[19] D.W. Johnson, and R. Johnson, Cooperation and competition: theory
and research. Edina, MN: Interaction Book Company, 1989.
[20] W. Glasser, Schools without Failure. Los Angeles: Reality Therapy
Institut, 1969.
[21] K. Illeris, The Three Dimensions of Learning. Copenhagen/NIACE,
Leicester: Roskilde University Press, 2002.
[22] E. Skaalvik and M. Bong, "Self-concept and self-efficacy revisited", in
International Advances in Self Research, H. W. Marsh, & R. G. Craven.
New York: Information Age Publishing, 2003, pp. 67-89.
[23] K. R. Wentzel,and S.R. Asher, " The academic lives of neglected,
rejected, popular,and controversial children", Child Development, vol.
66, pp.754-763, 1995.
[24] K.R. Wentzel, "Understanding classroom competence: The role of
social-motivational and self-processes", Advances in Child
Development, vol. 32, pp. 213-241, 2004.
[25] C. Midgley, H. Feldlaufer, and J.E. Eccles, "Student/teacher relations
and attitudes toward mathematics before and after the transition to junior
high school", Child Development, vol. 60, pp. 981-992, 1989.
[26] L. Filisetti, K, Wentzel, and E. Dépret, "Les buts sociaux de l-élève:
leurs causes et leurs conséquences ├á l-école", Revue Fran├ºaise de
Pédagogie, no. 155, pp. 45-56, avril-mai-juin, 2006.
[27] B. Miege, The capitalization of Cultural Production, Nova Lorque:
International General, 1989.
[28] J. Habermas, Profils philosophiques et politiques. Paris : Gallimard,
1974, p.17.
[29] C. Dubois and J-M. Charpentier, "Communication, interaction and
action", Education Permanente, vol. 167, no. 2, pp. 11-22, 2006.
[30] D. Genelot, Manager dans la complexité. Paris : INSEP CONSULTING,
1992, p.177.
[31] D. Wolton, « Les sciences de l-information et de la communication »,
Hermès, no. 38, 2004.
[32] P. Watzlawick, et al. Une logique de la communication. Paris : Seuil,
1972.
[33] E. M. Lipiansky, Identite et communication. Paris: Puf, 1992, p.87.
[34] T.Todorov, La vie commune, Paris : Seuil, 1995.
[35] R.U. Excline, « Group climates as a factor in the relevance in accuracy
of social perception », Journal of abnormal and social psychology, vol.
55, p. 382-288, 1957.
[36] J.W. Julian, et al. « Quasi-therapeutic effects of intergroup
competition », Journal of Personal and Social Psychology, vol. 3, pp.
321-327, 1966.
[37] E. Duet, « L-homme procédural. De la perversion sociale ├á la
desubjectivation aliénante », Connexions, vol. 79, no.1, pp. 11-28, 2003.
[38] N. Ellias, Du temps. Paris : Fayard, 1984.
[39] C. Castoriadis, Le monde morcelé, Les carrefours du labyrinthe 3.
Paris : Seuil, 1990.
[40] H. Bergson, H. L-évolution créatrice. Paris : Puf, 1941.
[41] C.P. Peguy, Espace, temps, complexité. Vers une metageographie.
Paris : Belin, 2001.
[42] L. Wittgenstein, Tractatus logico-philosophicus. Paris : Gallimard, 1993.
[43] M. Benasayag, La fragilité. Paris : La Decouverte, 2004.
[44] G. Deleuze, Le bergsonnisme. Paris : Puf, 1966, p.10.
[45] J.L Beauvois, and J. C. Dechamps, « Vers la cognition sociale » in
Traité de Psychologie Cognitive, R. Ghiglione, C. Bonnet & J. F.
Richard, Ed. Paris : Dunod, p. 3-12, 1990.
[46] R. Garup and M. Rappa,"A socio-cognitive model of technology
evolution: the case of cochlear implants", Organizational Science, vol.
5, no. 3, pp. 344-362, 1994.
[47] J.-M. Monteil, « Contexte social et performances cognitives »,
Connexions, vol. 72, no. 2, pp.121-133, 1998.
[48] F. Erickson and J. Schultz, "When is a context? Some issues and
methods in the analysis of social competence", in Mind, Culture and
Activity, in Cole, Michael, Yrjö Engeström and Olga Vasquez, Ed.
Cambridge: Cambridge University Press, 1997, pp.22-31.
[49] R. Dilley, The problem of Context. New York, NY: BerghamBooks,
1999, p. 19.
[50] F. Giust-Desprairies, L-imaginaire collectif, Paris,: èrès, 2003, p.29.
[51] S. Agacinski, Le passeur de temps. Modernité et nostalgie. Paris : Seuil,
2000, p.12.
[52] J. Chesneaux, Habiter le temps. Paris: Bayard Editions, 1996, p.15.
Management Development, vol. 20, no. 1, pp. 19-27, 2001.
[53] Aristote : A. Jaulin, M.H. Gauthier-Muzellec, F. Wolff, R. Bodé├╝s, La
philosophie d'Aristote Réédition de Aristote, La métaphysique, (Paris,
PUF, 1999), Paris : Puf, 2003.
[54] E. Kant, Critique of Practical Reason, trans. Werner S. Pluhar (Hackett),
2002.
[55] G. Bachelard, L-eau et les r├¬ves. Essai sur l-imagination de la matière.
Paris : Gallimard, 1963.
[56] P. Levy, L-intelligence collective. Paris: Puf, 1997, p.84.
[57] C. Castoriadis, L-institution imaginaire de la société. Paris: Seuil, 1975,
p.82.
[58] A. Backlund, "The concept of complexity in organizations and
information systems", Management Review, vol. 31, no. 1, pp. 30-43,
2001.
[1] D. Rowntree, Developing Courses for Students. London: McGraw-Hill,
1981, p. 115.
[2] P. Jackson, Life in classrooms. New York: Teachers College Press,
1968.
[3] M. Durand, Ria, L. and E. Flavier, « La culture en action des
enseignants », Revue des Sciences de l-Education, vol. XXVIII, no.1, pp.
83-103, 2002.
[4] J. Lave, "The culture of acquisition and the practice of understanding",
in Situated cognition : Social, semiotic and psychological perspectives,
D. Krishner et J. A. Wilson, Ed. Mahwah, NJ : Lawrence Earlbaum
Associates, 1997, pp. 63-82.
[5] B. Charlot, « De l'éducation nationale ├á l'insertion professionnelle », in
Intégration et exclusion, Presses universitaires de Lille, 1992.
[6] M. McCulloch, "Improving Initial Teacher Training? Policy in Action
1984 -1994", in Improving Initial Teacher Training?, New Roles for
Teachers, Schools and Higher Education,. M McCulloch and B. Fidler,
Ed. Cambridge: Longman, 1994, p.10.
[7] S.E. Ash, "Effects on group pressure on the modification and distortion
of judgements », in Groups Leadership and Men, H. Guetzkow, ed.
Pittsburgh: Carnegie Press, I Ash, 1951.
[8] L. Lewin, Resolving social conflicts; selected papers on group
dynamics, Gertrude W. Lewin (ed.), New York: Harper &Row, 1948.
[9] L. Coch, and J. French, "Overcoming Resistance to Change", Human
Relations, vol. 1, pp. 512-32, 1948.
[10] G. Mead, Mind, Self and Society, Chicago: Chicago University Press,
1934, p.75.
[11] P. Bourdieu, Ce que parler veut dire. Paris : Fayard, 1982.
[12] G. Mugny, W. Doise, « Le marquage social dans le développement
cognitif », Cahiers de Psychologie Cognitive, vol. 3, pp. 89-106, 1983.
[13] J-C. Abric, Psychologie de la communication. Paris : Armand Colin,
1996, p. 135.
[14] J. Simister, "Spiral Thinking: how one school set about changing the
way it thinks", Journal of Further and Higher Education, vol. 18, no. 1,
pp. 31-43, 2004.
[15] F. Fischer, Technocracy and the politics of expertise. Newbury Park:
Sage Publications.1990.
[16] M. Postic, La relation éducative, Paris: PUF, 1992.
[17] P. Dourish, Where the Action Is: The foundations of embodied
interaction. MIT Press, 2001.
[18] R.E, Slavin, "Team-Assisted Individualization: Combining Cooperative
Learning and Individualized Instruction in Mathematics". in Learning to
Cooperate, Cooperating to Learn R.Slavin, S. Sharon, S. Kagan, R. H.
Lazarowitz, C. Webb and R. Schmuck Ed. New York: Plenum, 1985, pp.
177-209.
[19] D.W. Johnson, and R. Johnson, Cooperation and competition: theory
and research. Edina, MN: Interaction Book Company, 1989.
[20] W. Glasser, Schools without Failure. Los Angeles: Reality Therapy
Institut, 1969.
[21] K. Illeris, The Three Dimensions of Learning. Copenhagen/NIACE,
Leicester: Roskilde University Press, 2002.
[22] E. Skaalvik and M. Bong, "Self-concept and self-efficacy revisited", in
International Advances in Self Research, H. W. Marsh, & R. G. Craven.
New York: Information Age Publishing, 2003, pp. 67-89.
[23] K. R. Wentzel,and S.R. Asher, " The academic lives of neglected,
rejected, popular,and controversial children", Child Development, vol.
66, pp.754-763, 1995.
[24] K.R. Wentzel, "Understanding classroom competence: The role of
social-motivational and self-processes", Advances in Child
Development, vol. 32, pp. 213-241, 2004.
[25] C. Midgley, H. Feldlaufer, and J.E. Eccles, "Student/teacher relations
and attitudes toward mathematics before and after the transition to junior
high school", Child Development, vol. 60, pp. 981-992, 1989.
[26] L. Filisetti, K, Wentzel, and E. Dépret, "Les buts sociaux de l-élève:
leurs causes et leurs conséquences ├á l-école", Revue Fran├ºaise de
Pédagogie, no. 155, pp. 45-56, avril-mai-juin, 2006.
[27] B. Miege, The capitalization of Cultural Production, Nova Lorque:
International General, 1989.
[28] J. Habermas, Profils philosophiques et politiques. Paris : Gallimard,
1974, p.17.
[29] C. Dubois and J-M. Charpentier, "Communication, interaction and
action", Education Permanente, vol. 167, no. 2, pp. 11-22, 2006.
[30] D. Genelot, Manager dans la complexité. Paris : INSEP CONSULTING,
1992, p.177.
[31] D. Wolton, « Les sciences de l-information et de la communication »,
Hermès, no. 38, 2004.
[32] P. Watzlawick, et al. Une logique de la communication. Paris : Seuil,
1972.
[33] E. M. Lipiansky, Identite et communication. Paris: Puf, 1992, p.87.
[34] T.Todorov, La vie commune, Paris : Seuil, 1995.
[35] R.U. Excline, « Group climates as a factor in the relevance in accuracy
of social perception », Journal of abnormal and social psychology, vol.
55, p. 382-288, 1957.
[36] J.W. Julian, et al. « Quasi-therapeutic effects of intergroup
competition », Journal of Personal and Social Psychology, vol. 3, pp.
321-327, 1966.
[37] E. Duet, « L-homme procédural. De la perversion sociale ├á la
desubjectivation aliénante », Connexions, vol. 79, no.1, pp. 11-28, 2003.
[38] N. Ellias, Du temps. Paris : Fayard, 1984.
[39] C. Castoriadis, Le monde morcelé, Les carrefours du labyrinthe 3.
Paris : Seuil, 1990.
[40] H. Bergson, H. L-évolution créatrice. Paris : Puf, 1941.
[41] C.P. Peguy, Espace, temps, complexité. Vers une metageographie.
Paris : Belin, 2001.
[42] L. Wittgenstein, Tractatus logico-philosophicus. Paris : Gallimard, 1993.
[43] M. Benasayag, La fragilité. Paris : La Decouverte, 2004.
[44] G. Deleuze, Le bergsonnisme. Paris : Puf, 1966, p.10.
[45] J.L Beauvois, and J. C. Dechamps, « Vers la cognition sociale » in
Traité de Psychologie Cognitive, R. Ghiglione, C. Bonnet & J. F.
Richard, Ed. Paris : Dunod, p. 3-12, 1990.
[46] R. Garup and M. Rappa,"A socio-cognitive model of technology
evolution: the case of cochlear implants", Organizational Science, vol.
5, no. 3, pp. 344-362, 1994.
[47] J.-M. Monteil, « Contexte social et performances cognitives »,
Connexions, vol. 72, no. 2, pp.121-133, 1998.
[48] F. Erickson and J. Schultz, "When is a context? Some issues and
methods in the analysis of social competence", in Mind, Culture and
Activity, in Cole, Michael, Yrjö Engeström and Olga Vasquez, Ed.
Cambridge: Cambridge University Press, 1997, pp.22-31.
[49] R. Dilley, The problem of Context. New York, NY: BerghamBooks,
1999, p. 19.
[50] F. Giust-Desprairies, L-imaginaire collectif, Paris,: èrès, 2003, p.29.
[51] S. Agacinski, Le passeur de temps. Modernité et nostalgie. Paris : Seuil,
2000, p.12.
[52] J. Chesneaux, Habiter le temps. Paris: Bayard Editions, 1996, p.15.
Management Development, vol. 20, no. 1, pp. 19-27, 2001.
[53] Aristote : A. Jaulin, M.H. Gauthier-Muzellec, F. Wolff, R. Bodé├╝s, La
philosophie d'Aristote Réédition de Aristote, La métaphysique, (Paris,
PUF, 1999), Paris : Puf, 2003.
[54] E. Kant, Critique of Practical Reason, trans. Werner S. Pluhar (Hackett),
2002.
[55] G. Bachelard, L-eau et les r├¬ves. Essai sur l-imagination de la matière.
Paris : Gallimard, 1963.
[56] P. Levy, L-intelligence collective. Paris: Puf, 1997, p.84.
[57] C. Castoriadis, L-institution imaginaire de la société. Paris: Seuil, 1975,
p.82.
[58] A. Backlund, "The concept of complexity in organizations and
information systems", Management Review, vol. 31, no. 1, pp. 30-43,
2001.
@article{"International Journal of Business, Human and Social Sciences:55531", author = "Victoria Konidari and Yvan Abernot", title = "The Way Classroom Functions: Another Hidden Curriculum to be Explored", abstract = "This paper seeks to explore the actual classroom
setting, to examine its role for students- learning, and attitude in the
class. It presents a theoretical approach of the classroom as system to
be explored and examines the concrete reality of Greek secondary
education students, under the light of the above approach. Based on
the findings of a quantitative and qualitative research, authors
propose a rather ontological approach of the classroom and underline
what the key-elements for such approach should be. The paper
explores extensively the theoretical dimensions for the change of
paradigm required and addresses the new issues to be considered.", keywords = "Group, class, collective subject, field, temporality,ontology.", volume = "2", number = "4", pages = "276-7", }
