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المنهج الخفي فلسفته وتطبيقاته التربوية
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المنهج الخفي …. نشأته ، ومفهومه ، فلسفته ، مكوناته ، تطبيقاته ، مخاطره.

الحمد الله رب العالمين والصلاة والسلام على سيدنا محمد – صلى الله عليه وسلم- وعلى اله وصحبه ومن تبعه وسار على هديه إلى يوم الدين .

أما بعد ؛

فمما لا خلاف فيه بين التربويين أن الطلبة يتعلمون قدراً كبيراً من المعارف والحقائق والمعلومات والتعاميم داخل المدرسة من مصادر غير المنهج المقصود او المخطط له.

وهذا النوع من المناهج يتخذ عدة أسماء ولكنها تحت معنى واحد فتارة يسمى المنهج الخفي او الصامت وتارة يسمى المنهج المستتر أو الضمني أو غير الرسمي ، أو المنهج المغطى (Hidden Curriculum ) . لقد برز هذا المصطلح خلال العقود الأخيرة ولعب دوراً اساسياً في دراسات المناهج وتصميمها والتخطيط لها.

وتهدف هذه الدراسة إلى التعرف على مفهوم المنهج الخفي وتاريخه ومسمياته وعلى أسسه الفلسفية والنفسية وتطبيقاته التربوية واخيراً مخاطر ، كما تم التطرق إلى الثوابت والمتغيرات في المنهج الخفي.

واتبعت هذه الدراسة أسلوب التحليل الفلسفي لكثير من نتائج البحوث والدراسات المتعلقة في مجال المناهج بصفة خاصة بغية الوصول إلى إجابات عن أسئلة الدراسة.

كما توصلت هذه الدراسة إلى تعريف شامل للمنهج الخفي والفلسفة التي اشتق منها هذا المنهج ، كما تم التطرق إلى مكونات المنهج الخفي الستة ، واخيراً مخاطر المنهج الخفي الاستهلاكية والمظهرية ، كما تم التوصل إلى بعض التوصيات والمقترحات في هذا المجال.

من ابرز سمات العصر الحديث التغير السريع في شتى المجالات ، الأمر الذي أدى إلى ضرورة تغيير وظيفة المؤسسات الاجتماعية بكافة أنواعها وأشكالها وأحجامها. وتعد التربية من أهم الوسائل التي يبنى عليها العالم ثقته بمستقبل البشرية ، فهي الركيزة الأساسية التي ركزت عليها دول العالم في سبيل مواكبة مصاف الدول المتقدمة و الوسيلة الأساسية التي بواسطتها يمكن ترجمة الأهداف والخطط والاتجاهات.

ونحن إذ نقوم المناهج لما درسنا ، فأنما نرسم الطريق لتكوين جيل يتصف بالصفات التي نرجوها او بمعنى آخر نضع أسسا لمجتمع نطمح فيه ، وعليه فإن دراسة المنهج ركن أساس من أركان العملية التعليمية، وقد ذكر جلاتهورن (Glatthorn) في كتابه قيادة المنهج (Curriculum Leadership) أن المناهج أنواع وهي : المنهج الموصى به (Recommended Curriculum) ، والمنهج المكتوب ( Written Curriculum) ، والمنهج المدعم (Supported Curriculum) ، والمنهج المدرس (Taught Curriculum) ، والمنهج المختبر (Tested Curriculum ) ، والمنهج المعلم (Learned Curriculum) واخيراً المنهج الخفي (Hidden Curriculum).

وكل منهج من هذه المناهج له سماته وأهدافه واستراتيجياته وآلياته الخاصة بتنفيذه ، ولا يمكن لأي أحد التقليل من شأن أي واحد من هذه المناهج المترابطة والمتشابكة والتي ينبغي النظر أليها كوحدة متراكمة ألا ان عدم إدراك هذه المنظومة يعني الخلل في تنفيذ المنهج. إلا انه وكما تعلمون ان هناك قدراً كبيراً من المعارف والحقائق والمعلومات والتعاميم داخل المدرسة من مصادر غير المنهج المقصود او المخطط له، أطلق على هذا النوع من المناهج عدة أسماء ولكنها تحت معنى واحد فتارة يسمى المنهج المغطى او الصامت وتارة أخرى يسمى المنهج المستتر او الضمني او غير الرسمي او المنهج الخفي ( Curriculum Hidden) . لقد برز هذا المصطلح خلال العقود الأخيرة ولعب دوراً اساسياً في دراسات المناهج وتصميمها والتخطيط لها . وهذا البحث هو محاولة لالقاء الضوء على مفهوم ونشأة وفلسفة وعناصر ومخاطر هذا المنهج. 

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