Method and Theory in Problem-oriented Project-learning (PPL): Re-constructing a Trajectory

Problem-oriented project-learning (PPL) is a composite methodological and theoretical complex that draws on several, often divergent, traditions of both knowledge production and educational philosophies. Some traditions in the composition have a long lineage related to the Humboldtian university, others to American traditions of problem-based learning (PBL), others again to progressive Pragmatist education inspired by John Dewey. Other traditions are younger, yet very important for PPL, such as the inspiration from Critical Theory, freudo-marxism, and critical/counter-educational philosophies which add a particular liberation ethos to the amalgam. Recently, theories of project work as a both formative and professional practice as well as performative, event-oriented dimensions have been added.
Questions of what the driving force behind PPL is remain contested. Some emphasize modes of inquiry related to theories of science, others emphasize the centrality of the student, student learning and motivation, others again emphasize the potential for social change and democratic practices. These different takes on PPL often lead to very different educational practices, and maybe these forces truly are at odds with each other?
One way to approach the composition of the composite is to investigate how teachers and students in a specific place, Roskilde University, have re-constructed the curricula of methods and theory instruction from the beginning in 1972 until today across departments and programs. Such material reflects how questions of expectations for the future and shifting vocabularies of relevance lead to re-appropriations of tradition.