Metamodern sensibilities: Toward a pedagogical framework for a wicked world

Sarah Bowman*, Josh Salter, Carol Stephenson, Darryl Humble

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
32 Downloads (Pure)

Abstract

This paper identifies the need for a pedagogical re-orientation in UK higher education to prepare graduates to overcome wicked problems. In addition to key knowledge sets, graduates need attributes of critical self-reflection, risk-awareness and management, collaboration, creativity, agility, reflexivity – enabling the ability to manage the unknown. In response, researchers have acknowledged the importance of pedagogies that are risk-oriented, creative, and reflective to remedy modernist banking methods. This paper acknowledges that while such pedagogies are underutilised, an antagonistic dichotomy between modernist banking methods (bad) and enquiry and risk-oriented approaches (good) is unhelpful as both approaches are necessary. This paper develops a metamodern framework to guide pedagogic practices to facilitate a disposition among learning strategists and practitioners which embraces oscillation between banking and radical pedagogic approaches. In turn this enables the development of student sensibilities, empowering them to challenge the growing wickedness with which they must do battle.
Original languageEnglish
Pages (from-to)1361-1380
Number of pages20
JournalTeaching in Higher Education
Volume29
Issue number5
Early online date9 Dec 2022
DOIs
Publication statusPublished - 3 Jul 2024

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