As a philosophy professor (my day job) I spend a lot of time thinking about the hidden curriculum. The hidden curriculum includes things that get taught and learned, without anyone intending to teach or learn them.
For example, if I asked you to name a bunch of philosophers, you might mention Socrates, Plato, Aristotle, Descartes, or Locke. It just so happens that all of these philosophers are white guys.
Sadly, it is not hard to find philosophy classes that only cover things that white guys wrote. In these classes, the explicit curriculum, which the professor intends to teach, concerns the ideas of great philosophers like Aristotle and the other guys on the list.
But we need to be careful about what the hidden curriculum is saying. It would be a shame if the students ended up learning that philosophers are white guys (which might be happening since white guys comprise the vast majority of philosophy majors). No one intends to teach this, but most teaching and learning is not intentional.
Why am I talking about the hidden curriculum on a “Training Tuesday” post while Milo and I are on vacation?
Because there is lots of overlap between teaching people and training dogs. I kid you not, working with Milo has made me a much better professor. In this case, though, it is the other way around, thinking about teaching humans and the hidden curriculum is making me a better dog guardian.
Dogs and people are learning all the time. Just because a student doesn’t sit down to learn that philosophers are white guys in the same way that they sit down to learn that Aristotle lived between 384-322 BCE, doesn’t mean that they don’t pick up both messages. They don’t stop encoding memories at the end of each lecture.
Imagine using punitive methods to train a dog to sit. The explicit curriculum is about teaching the dog to sit when it’s told to do so. The hidden curriculum teaches the dog that mistakes are dangerous, that the handler is not a friend, and that the world is scary and capricious.
On the other hand, training the same behavior using positive methods, exemplifies a very different hidden curriculum. Dogs trained in this way learn that it is good to try new things and that working with their handler is not only safe but is more like play than like work.
Just because Milo and I are on vacation (and I forgot a bunch of our training equipment at home), it doesn’t mean that he isn’t going to learn anything on this trip. In other words, there is a hidden curriculum embedded in our relationship and Milo is learning that curriculum even when we are not formally training.
There are some things I do not want him to learn on this trip. For example, I don’t want him to learn to ignore my recall when we are on the shore of a beautiful big lake, and I don’t want him to learn to grab a hotdog when I am toasting it over the fire (you know how this one got on the list…).
There are also lots of things I do want him to learn, even though they are not in any training plan. I want him to learn that he and I can have delightful adventures together, that there are lots of happy, friendly people in the world, and that no matter what we’re doing or where we are, I’ve got his back.
Milo doesn’t stop learning just because I stop training.
Milo has already learned that Lake Huron has an abundance of excellent sticks.