Interdisciplinarity, group responsibility and conflict as resources for learning
- Alexander Maurits
- Katarina Mårtensson
Summary, in English
The course included an excursion to a European city (e.g. Paris, Berlin) during which the students conducted minor field studies in interdisciplinary groups.
The present text presents and discusses some of the experiences derived from the course in relation to the themes of interdisciplinarity, conflict and group responsibility as learning resources.
The main ideas behind the interdisciplinary group work as a central TLA was to give the students first-hand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response was generally positive. Students found it educational to use methods from different fields to gain a holistic understanding of their object of study. However, the course evaluations also show that the organization of the interdisciplinary group work can be challenging.
Rather than seeing the conflicts that arise among students as a problem, in this paper we suggest to see them as resources and opportunities for learning. Consequently, while the course team has been available for consultation, the students have been expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life both inside and outside of academia.
- Avdelningen för konsthistoria och visuella studier
Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012
Del av eller Kapitel i bok
Lunds universitet, Humanistiska och teologiska fakulteterna
- Art History
- Social Anthropology
- learning by doing
- group work
- field study
- group responsibility
- social anthropology
- visual studies
- urban studies