«Hidden curriculum» and educational productivity

The article deals with the pedagogical innovation as one of the most urgent problems of themodern sciences of education. The author of the text proceeds from the idea of the language (communicational) conditionality of theeducational development. In accordance with this idea the precondition of educational development are language modifications. Aconsiderable part of the text is devoted to the analysis of the functioning of the category of "hidden curriculum" in the pedagogicalknowledge and practice. The category reconstruction is aimed at giving the reader the impression of polysemy and polyfunctionality ofthe examined notion and of the polyreading of its using in educational researches and in modern sociology of education, pedagogicalpsychology and pedagogy as well. The author marks that the peculiarity of using the notion of "hidden curriculum" in humanitariansciences is the interpretation of this notion as an external condition with respect to official education. In this meaning P. Jackson'sdivision of education on the "formal curriculum" connected with the openly demonstrated purposes and values and the "hiddencurriculum" is actively supported by the existing scientific tradition. The author of the article reveals a new perspective by using thecategory of the "hidden curriculum" by way of its definition not as a side condition ,which deforms the educational results, but as animmanent internal element of the symbolic exchange, of its constitutive though not evident characteristic. That is, the hidden curriculumis the "reverse side" of the formal curriculum. From this point of view, every opinion in consequence of its polymeaning and of itsdialogue realizes the vague preconditions the mode and form of realization of the report possess. It follows that we cannot eliminate the"hidden curriculum" from educational relations. We can only control the same characteristics of its action to a certain extent. Theanalysis of the using of the category of "hidden curriculum" as a linguistic condition of educational innovations permits the author todraw a conclusion that a special series of quasi notions function in the pedagogical vocabulary with the main function of socialidentification and mobilization, creation of new educational and vital meanings, not representation of various contents. These forms ofwords have always existed in the pedagogical vocabulary. But we have a need today inn the conditions of innovative orientation of thesocial development to create on this base a new discourse centre of pedagogical understanding, thinking and activities.

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