Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review

2021 ◽  
pp. 147402222110508
Author(s):  
Julie Borup Jensen ◽  
Oline Pedersen ◽  
Ole Lund ◽  
Helle Marie Skovbjerg
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Performance ◽  
Approaches To Learning ◽  
Human Flourishing ◽  
Arts And Humanities ◽  
Educational Culture ◽  
The Arts ◽  
Teaching Learning ◽  
Future Education

This article presents playfulness as an emerging approach to learning in higher education that emphasises the arts and humanities across disciplines. The article is based on a qualitative, hermeneutical literature review in light of educational culture in higher education. The literature review indicates that playful approaches to learning stand in opposition to educational cultures that focus on rapidness and student performance. However, an educational culture of play is about to establish itself, and this culture of play emphasises creativity in learning and human flourishing in education, perspectives that are connected to arts and humanities. The main findings cultures of time, performance and play lead to several questions about societal, institutional, and organisational educational culture, and regarding approaches to teaching, learning, humanity and society. The main contribution of this article is that a focus on playfulness offer the field of arts and humanities new possibilities in future education.

The role of the arts and humanities in human flourishing: A conceptual model

2017 ◽  
Vol 13 (3) ◽  
pp. 215-225 ◽  
Author(s):  
Louis Tay ◽  
James O. Pawelski ◽  
Melissa G. Keith
Keyword(s):  
Conceptual Model ◽  
Human Flourishing ◽  
Arts And Humanities ◽  
The Arts

scholarly journals The Crisis, the Humanities and Medical History

2011 ◽  
Vol 55 (3) ◽  
pp. 283-287
Author(s):  
Bill Luckin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Medical History ◽  
Cultural Landscapes ◽  
Status Quo ◽  
Academic Community ◽  
Arts And Humanities ◽  
The Arts ◽  
History Of ◽  
New Ideas

Non-controversially, the full version of this article argues that the crisis in British higher education will impoverish teaching and research in the arts and humanities; cut even more deeply into these areas in the post-1992 sector; and threaten the integrity of every small sub-discipline, including the history of medicine. It traces links between the Thatcherite reforms of the 1980s and the near-privatisation of universities proposed by the Browne Report and partly adopted by the coalition. The article ends by arguing that it would be mistaken to expect any government-driven return to the status quo ante. New ideas and solutions must come from within. As economic and cultural landscapes are transformed, higher education will eventually be rebuilt, and the arts and social sciences, including medical history, reshaped in wholly unexpected ways. This will only happen, however, if a more highly politicised academic community forges its own strategies for recovery.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

scholarly journals Critical thinking and the humanities: A case study of conceptualizations and teaching practices at the Section for Cinema Studies at Stockholm University

2020 ◽  
pp. 147402222094879
Author(s):  
Joel Frykholm
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Cinema Studies ◽  
Arts And Humanities ◽  
Political Critique ◽  
The Arts ◽  
Alternative Facts ◽  
Scholarly Pursuit ◽  
Elusive Concept

The raison d’être of the humanities is widely held to reside in its unique ability to generate critical thinking and critical thinkers. But what is “critical thinking?” Is it a generalized mode of reasoning or a form of political critique? How does it relate to discipline-specific practices of scholarly pursuit? How does it relate to discourses of “post-truth” and “alternative facts”? How is it best taught? This essay explores these issues via a case study of conceptualizations of critical thinking among cinema scholars at Stockholm University, whose views are interpreted against the backdrop of (a) debates about the value of the humanities; (b) higher education scholarship on critical thinking; and (c) the legacy of certain disciplinary traditions within cinema studies, especially the paradigms of “post-theory” and “political modernism.” The interviews attest to the persistence of critical thinking as a fundamental, yet highly elusive, concept to higher education in the arts and humanities.

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

scholarly journals Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment

2019 ◽  
Vol 1 (1) ◽  
pp. 138-145
Author(s):  
Ken Brown ◽  
Viola Larionova ◽  
Natalia Stepanova ◽  
Vic Lally
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Professional Learning ◽  
Critical Realism ◽  
Deep Understanding ◽  
Approaches To Learning ◽  
Lessons Learned ◽  
Mediated Learning ◽  
New Approaches ◽  
Educational Culture

AbstractTraditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning.Pedagogical re-design within an alternative learning paradigm requires deep understanding of the problems associated with the previous paradigm. Re-imagined pedagogical scope for exploration of the professional, learning, cultural, institutional and technical aspects expand the knowledge base beyond the didactic towards an engaging student-centered ethos using open education and gamification.To address issues of learning, culture, technology, and institution, a convergent mixed methods design using student questionnaires and academic interviews alongside performance observations was employed. The research study examined the re-imagining of the educational culture to promote new approaches to learning through the affordances of technology mediated learning within a constructivist, critical realism epistemology using thematic analysis.The re-imagined pedagogical design within a technology mediated learning environment demonstrates a cultural shift towards an engaging and supportive educational experience. The lessons learned may be applied in other higher educational contexts.

Deliberations and Predispositions

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Final Approval ◽  
House Of Commons ◽  
Standing Committee ◽  
Higher Education Act ◽  
Arts And Humanities ◽  
The Arts ◽  
House Of Lords ◽  
Education Act

This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.

scholarly journals Practice-oriented training as a means of professionalisation of future education managers

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 66-72
Author(s):  
Marianna Ruchkina ◽  
Nataliia Сhernenko ◽  
Oksana Sakalіuk ◽  
Оleg Dolzhenkov
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Educational Activity ◽  
Educational Management ◽  
The Future ◽  
Teaching Learning ◽  
Future Education ◽  
The Impact ◽  
Education Managers

Relevance. The current changes in the field of education require the systematic updating of educational and professional training programs intended for future managers, the developing of new competences and the using of innovative training technologies, which confirms the significance and necessity of the dominance of practice-oriented training in the training of modern education managers who must be competitive on the labour market . The purpose of the article is to identify the features of the practice-oriented training as a means of professionalisation and to justify the specifics of its implementation into the system of professional training aimed at future education managers. Research Methodology. These theoretical methods were used in the study: analysis, generalisation and systematisation of scientific literature in order to clarify the concepts “professionalisation”, “professionalism” as well as the features of the practice-oriented training; to identify the specificity of the training aimed at the future education managers at an institution of higher education. In addition, questionnaires were used as a method of empirical research to identify the difficulties experienced by the future education managers in the period of their professional training within Master programmes. It has been proved that the professionalisation of the future education managers is a process of professionalism development. The authors have generalised the twelve-year experience of the Department of Educational Management and Public Administration of Ushynsky University in training future education managers to use a practice-oriented approach; to consider the challenges of today and the modern requirements set as a result of the reforms and innovations; to improve the content and to choose training tactics, taking into consideration corresponding teaching / learning forms, methods and tools which provide for the ability to autonomously make decisions under conditions of uncertainty, identifying risks, the impact of internal and external factors on the development of a higher education institution in the period of changes. The necessity to use the information-factual base of reasonably expected situations in the process of the future education managers’ independent educational activity has been substantiated since it promotes the development of higher education seekers’ individual abilities, the creation of conditions for their active, fruitful educational and cognitive activities and provides for creative use of organisational forms and methods.

scholarly journals Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany

2021 ◽  
Vol 11 (11) ◽  
pp. 728
Author(s):  
Tobias Witt ◽  
Matthias Klumpp ◽  
Beatriz Beyer
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Course Evaluation ◽  
Course Evaluations ◽  
University Teaching ◽  
Current Crisis ◽  
Digital Education ◽  
Digital Evaluation ◽  
Teaching Learning

Digitalization of teaching, learning, and assessment in higher education has gained increasing attention in research in the recent years. While previous research investigated issues of effectiveness, course attendance, and course evaluation from a long-term perspective, the current COVID-19 pandemic forced higher education institutions to digitalize teaching, learning, and assessment in a very short time. In this context, we investigate the effects of the digitalization of three courses from operations research and management science in the summer term 2020, namely two large lectures and tutorials for undergraduate, and a seminar for graduate students. To that end, student performance, course and exam attendance rates, and course evaluations are compared to the setting of the same courses in the previous year 2019 with a traditional, non-digitalized setting. Next to the quantitative data, qualitative statements from the course evaluations and students’ expectations expressed during the term are investigated. Findings indicate that the lecturers’ understanding of learning behavior has to develop further as interaction is required in any format, on-site or digital. Absenteeism and procrastination are important risk areas especially in digital management education. Instruments would have to be adapted to digital settings, but with care and relating to course specifics (including digital evaluation). Digital education does not make learning per se easier or harder, but we observed that the students’ understanding and performance gap increased in digital teaching times. As an outlook, we propose the longitudinal investigation of the ongoing digitalization during the COVID-19 pandemic, and going beyond, investigate opportunities of the current crisis situation for implementing the long-term transition to digital education in higher institution institutions.

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