Long-term consequences of the hidden curriculum on social preferences
Long-term consequences of the hidden curriculum on social preferences
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DOI：
10.1007/s42973-019-00033-8
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发表时间：
2020-01-24
影响因子：
1.2
通讯作者：
Ohtake, Fumio
中科院分区：
文献类型：
--
作者：
Ito, Takahiro;Kubota, Kohei;Ohtake, Fumio
本文探讨了小学课程对社会偏好形成的长期影响。使用日本数据的估计结果表明，公立小学的隐藏（非学术）课程因地区而异，并与偏好形成有关。具体来说，经历过参与式和合作式学习实践的人更有可能是利他的，与他人合作，互惠，并有民族自豪感。相反，强调反竞争做法的教育则与这些属性呈负相关。这种对比也可以在对政府政策和市场经济的其他偏好中看到。研究结果表明，小学教育作为早期社会化的场所，在终身社会偏好的形成中起着重要作用。
This paper examines the long-term consequences of elementary school curricula on the formation of social preferences. The estimation results, using Japanese data, show that the hidden (non-academic) curriculum at public elementary schools varies widely by region and is associated with preference formation. Specifically, people who have experienced participatory and cooperative learning practices are more likely to be altruistic, cooperative with others, reciprocal, and have national pride. In contrast, education emphasizing anti-competitive practices is negatively associated with these attributes. Such contrasts can also be seen in other preferences regarding government policies and the market economy. The findings imply that elementary school education, as a place for early socialization, plays an important role in the formation of life-long social preferences.