Hidden Curriculum. In capitalist societies, the institution of education forms a societal superstructure, derived from and dependent on the underlying economic superstructure. Like law, the state, religion and even the culture itself-formal education in these societies exists to further the domination of the non-propertied working and middle classes by the propertied and powerful ruling class. Formal education involves a "hidden curriculum" that infuses the teachings of basic information and skills with values, norms and myths supportive of capitalism and capitalists. Thus formal education acts as a powerful tool in the establishment and maintenance of a "false consciousness" among the members of the working and middle classes. From this point of view, if formal education has any so called functions, its primary function is to preserve an exploitative status quo by shaping the minds of the exploited.
Students act as bridges between two generations. They need to realize and understand the happening of today and eliminate the bad and extract the good and implement for tomorrow. For this understanding , the right education with the right involvement of the happening is a requirement and the education system should see to it that are being equipped for a better understanding rather than classifying education as elementary, secondary or higher education. The syllabus and the activities should be framed in such a manner that it is interactive and interesting so that students understand and signify the importance of what they learn.
For the terminally ill patient, being in control is vital and the nurse must appreciate that the patient though suffering an illness from which he will eventually die must be allowed to keep his self respect. This self respect can be eroded enough by the nature of the disease its symptoms and suffering, sorrow and emotional pain. There are times when we as nurses see patients admitted to hospital who have already had their autonomy undermined. Whilst it may have been their wish to stay at home longer or until the end, families may feel the burden of care is too great and that they can no longer cope. This is usually when a new symptom presents that the family feel unable to manage. Nurses in the community may sometimes be able to prevent this situation arising by offering a more frequent or higher level of care supported by a Palliative Care Service, education of the family about the patients symptoms and how to help manage them. Sometimes admission is not what the patient wishes but the service is unable to provide appropriate management in the home. There is then an onus upon those providing the care to look at all options to enable the patient to achieve his goal of returning home. To be autonomous means to have choice and control in our own lives yet we must accept that total autonomy is hardly ever possible. Sometimes there are circumstances in which it is not possible to challenge on the patients behalf- times when the patient may wish to have their autonomy eroded. There are times when the patient may not want our advocacy and times when we may not be able to give it- for example controversial ethical issues such as euthanasia. (Coyle, 1992).