Towards a Pedagogy of Higher Education
The Bologna Process, Didaktik and Teaching
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Book Description
Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels.
This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education.
Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.
Table of Contents
Acknowledgements
Preface
Introduction
The Importance of Teaching
A Pedagogical Theory of Teaching in Higher Education
The Structure of the Book
An Invitation
Part 1: The Current Paradigms of Higher Education
Chapter 1 Shifting Views on Higher Education
The University
From Public Good to Private Good
The Commodification of Higher Education
The Educationalization of Social and Political Problems
Learnification of Education
Concluding Remarks
Chapter 2 Policy Matters
Education Policy and the Bologna Process
A Theoretical View on Education Policy
The Bologna Process as Education Policy
The Pedagogies of the Bologna Process
Concluding Remarks
Chapter 3 University pedagogy, the Bologna Process, and Constructive Alignment
University Teaching and University Pedagogy
The "Problem" of Pedagogical Competence
Constructive Alignment as the Answer to the Bologna Process
A Critical Perspective on Constructive Alignment
Constructive Alignment and the Politics of Higher Education
Concluding Remarks
Part 2: Reconnecting Higher Education and Pedagogy
Chapter 4 Forgotten Connections: The Central Questions of Pedagogy
The Concept of Teaching and its Pedagogical Roots
To Formulate the Principles of Pedagogy
Concluding Remarks
Chapter 5 Rancière’s Pedagogical Paradox and the Response of Didaktik
Teaching as an Emancipatory Practice
Rancière’s Paradox: the Explanatory Dead End of Teaching
Taking Teaching Seriously with Didaktik
Mollenhauer meets Rancière
A Rancièrian Notion of Didaktik
Concluding Remarks
Chapter 6 The Morphology of Teaching: Troubling Didaktik with Relational Philosophy
Embracing the Dilemmas of an Educational Relation
The Violence of Teaching
Teaching as a Call from (and Listening to-) the Other
Towards an ethics of the educational relation. A Morphological Twist.
In and Out of the Womb of Education
Concluding Remarks
Part 3: Towards a Theory of Teaching in Higher Education
Chapter 7 Existential Risks and Transformative Potentials
A Pedagogy of Teacher Education
Teacher Education as the Reproduction of Disappointment
The Education of Education – an Enigma Wrapped in a Riddle
Concluding Remarks
Chapter 8 Rethinking the Paradoxes of Teacher Education with Didaktik
Teacher Students as Spectators or Participants?
The Ontological and Epistemological Underpinnings of the School
The Transformative Potentials of Didaktik
The Teaching is the Teaching: Teacher Education and Rancière
Didaktik as the Deconstruction of a Pedagogical Paradox
Concluding Remarks
Chapter 9 Rethinking University Pedagogy
The University as Pedagogical Form/Filter
Study as an Amalgam of Teaching and Learning
Didaktik and Bringing about the Practice of Study
A Didaktik Approach to University Pedagogy
Concluding Remarks: The Practice of University Pedagogy
Author(s)
Biography
Gunnlaugur Magnússon is Associate Professor of Education at the Department of Education at Uppsala University, Sweden, and a Post-Doctoral Fellow at the Department of Education at the University of Oslo, Norway. His research interests regard education reforms, political ideals and ideologies of education, education policy, and philosophy of education.
Johannes Rytzler is a Senior Lecturer at The School of Education, Communication and Culture at Mälardalen University, Sweden. He is particularly interested in analyzing educational concepts and phenomena at the intersection of Pedagogy and Didaktik.
Reviews
"Gunnlaugur Magnússon and Johannes Rytzler combine the multiple perspectives of curriculum theory, policy analyses and pedagogical philosophy and explore an education-oriented theory of teaching, presenting a thought-provoking attempt which inspires new rethinking on higher education pedagogy...Profoundly theoretical, the book brings far-reaching insights into teaching in higher education and provides useful guidance for higher education teachers, administrators and policymakers to make innovations in teaching and learning."
Qiufen Liu, University of Shanghai for Science and Technology, Shanghai, China