Abstract
In this paper, I explore whether problem-based pedagogies in higher education are fit to match the agenda of transformation. In other words, can problem-based pedagogies be an answer to addressing current societal-planetary issues educationally, and in what ways?
The world faces dire existential threats and all sectors of society from industry to education are asked to play their part. Within the area of higher education, problem-based pedagogies have been presented as a relevant educational approach to address current challenges (Acton 2019, Warren 2019). Such interdisciplinary pedagogies hold the promise to promote so-called ‘21st century skills’ in students such as critical and innovative thinking (Acton 2019). Specifically this study asks about the potential of a particular interdisciplinary educative approach, namely ‘Problem-oriented project learning’ (PPL), which is employed at Roskilde University (RUC) in Denmark. In the mission statement of the university, PPL is termed “the educational model of the future” as it “prepares students for the future by encouraging them to tackle real issues in collaboration with students from other disciplines, in dialogue with companies and organizations outside RUC [the university] and in close interaction with our researchers” (RUC profile).It is less clear, however, what is meant by problem-based pedagogy being ‘transformative’, and the contribution here will be to shed light on different constructions of PPL as ‘transformative’. To help answer this question, a Foucaultian genealogical approach (Foucault 1977) is applied to investigate the ways in which PPL has been constructed as ‘transformative’ over time in central texts. The analysis asks what transformation looks like pedagogically and how it is constructed in relation to the educational purposes of PPL and higher education.
The study shows that ‘transformation’ takes many different forms. Through hegemonic struggles, certain constructions of transformation through societally oriented praxis paradigms are at odds with scholarly Humboldtian discourses, while both of these to varying degrees marginalise the subjectification (Biesta 2010) of students. In this way, discussions of ‘transformation’ relate to the very aims and purposes of the university and higher education. Finally, I will consider which transformation approaches within PPL could be needed in the current climate for sustainable futures.
References:
Acton, R. (2019). Mapping the evaluation of problem-oriented pedagogies in higher education: A systematic literature review. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040269
Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy (2016th ed.). Routledge.
Foucault, M. (1977). Nietzsche , Genealogy , History. In D. F. Bouchard (Ed.), Language, Counter-Memory, Practice: Selected Essays and Interviews. Ithaca: Cornell University Press.
RUC profile – The profile of Roskilde University, taken from the website September 8, 2021: https://typo3.ruc.dk/fileadmin/assets/adm/dokumenter_og_noegletal/vaerdier/Roskilde_University_Profile.pdf
Warren, S. (2019). Re‐thinking the “problem” in inquiry‐based pedagogies through exemplarity and world‐oriented. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040295
The world faces dire existential threats and all sectors of society from industry to education are asked to play their part. Within the area of higher education, problem-based pedagogies have been presented as a relevant educational approach to address current challenges (Acton 2019, Warren 2019). Such interdisciplinary pedagogies hold the promise to promote so-called ‘21st century skills’ in students such as critical and innovative thinking (Acton 2019). Specifically this study asks about the potential of a particular interdisciplinary educative approach, namely ‘Problem-oriented project learning’ (PPL), which is employed at Roskilde University (RUC) in Denmark. In the mission statement of the university, PPL is termed “the educational model of the future” as it “prepares students for the future by encouraging them to tackle real issues in collaboration with students from other disciplines, in dialogue with companies and organizations outside RUC [the university] and in close interaction with our researchers” (RUC profile).It is less clear, however, what is meant by problem-based pedagogy being ‘transformative’, and the contribution here will be to shed light on different constructions of PPL as ‘transformative’. To help answer this question, a Foucaultian genealogical approach (Foucault 1977) is applied to investigate the ways in which PPL has been constructed as ‘transformative’ over time in central texts. The analysis asks what transformation looks like pedagogically and how it is constructed in relation to the educational purposes of PPL and higher education.
The study shows that ‘transformation’ takes many different forms. Through hegemonic struggles, certain constructions of transformation through societally oriented praxis paradigms are at odds with scholarly Humboldtian discourses, while both of these to varying degrees marginalise the subjectification (Biesta 2010) of students. In this way, discussions of ‘transformation’ relate to the very aims and purposes of the university and higher education. Finally, I will consider which transformation approaches within PPL could be needed in the current climate for sustainable futures.
References:
Acton, R. (2019). Mapping the evaluation of problem-oriented pedagogies in higher education: A systematic literature review. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040269
Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy (2016th ed.). Routledge.
Foucault, M. (1977). Nietzsche , Genealogy , History. In D. F. Bouchard (Ed.), Language, Counter-Memory, Practice: Selected Essays and Interviews. Ithaca: Cornell University Press.
RUC profile – The profile of Roskilde University, taken from the website September 8, 2021: https://typo3.ruc.dk/fileadmin/assets/adm/dokumenter_og_noegletal/vaerdier/Roskilde_University_Profile.pdf
Warren, S. (2019). Re‐thinking the “problem” in inquiry‐based pedagogies through exemplarity and world‐oriented. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040295
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 18 nov. 2021 |
| Status | Udgivet - 18 nov. 2021 |
| Begivenhed | The Roskilde Academic Conference at Grasp 2021: Sustainable Governance and Innovation in Turbulent Times - Musicon, Roskilde, Danmark Varighed: 18 nov. 2021 → 20 nov. 2021 https://events.ruc.dk/roskilde-conference-2021/www.graspfesti%EF%BB%BFval.dk%EF%BB%BF%EF%BB%BF%EF%BB%BF (Program for the academic conference at GRASP 2021) |
Konference
| Konference | The Roskilde Academic Conference at Grasp 2021 |
|---|---|
| Lokation | Musicon |
| Land/Område | Danmark |
| By | Roskilde |
| Periode | 18/11/2021 → 20/11/2021 |
| Andet | Roskilde Universitet faciliterer to innovations-labs, hvor vi ønsker at invitere forskere, studerende og praktikere til sammen at udtænke nye løsninger på aktuelle problemer.<br/>De to labs vil blive afholdt fredag d. 19. november på Musicon, Roskilde. Du kan se Roskilde Universitets fulde programbidrag på konferencesiden: https://events.ruc.dk/roskilde-conference.../program-content<br/>• Mød lektor fra Roskilde Universitet Silas Harrebye og professor Stephen Duncombe fra New York University til: 'Stimulating the political imagination - A collaborative experimental design'.<br/>• Mød professor Linda Lundgaard Andersen, lektor Jennifer Eschweiler, lektor Jonas Egmose og lektor Stefan Gaarsmand Andersen fra Roskilde Universitet til: 'Regenerative agriculture, local values and social enterpreneurship: Mobilising urban-rural connections and initiatives'. |
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Emneord
- Problem-oriented project learning
- Sustainability
- Transformative learning