TY - JOUR
T1 - Metamodern sensibilities
T2 - Toward a pedagogical framework for a wicked world
AU - Bowman, Sarah
AU - Salter, Josh
AU - Stephenson, Carol
AU - Humble, Darryl
PY - 2022/12/9
Y1 - 2022/12/9
N2 - 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.
AB - 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.
KW - Wicked problems
KW - metamodern pedagogy
KW - graduate sensibilities
KW - pedagogies of adventure
UR - http://www.scopus.com/inward/record.url?scp=85144226377&partnerID=8YFLogxK
U2 - 10.1080/13562517.2022.2151835
DO - 10.1080/13562517.2022.2151835
M3 - Article
AN - SCOPUS:85144226377
SN - 1356-2517
SP - 1
EP - 20
JO - Teaching in Higher Education
JF - Teaching in Higher Education
ER -