ABSTRACT
The hidden curriculum in schools serves to reinforce basic rules surrounding the nature of conflict and its uses. Some of the potent relationship between basic assumptions dominant in a collectivity and the hidden curriculum of school is examined by Michael Dreeben. There are a number of programmatic suggestions that can be made that could at least partially serve to counterbalance the hidden curriculum and selective tradition most evident in science and social studies as representatives of the formal corpus of school knowledge. Two tacit assumptions seem to be prominent in teaching and in curricular materials. The first centers around a negative position on the nature and uses of conflict. The second focuses on men and women as recipients of values and institutions, not on men and women as creators and recreators of values and institutions.
