1st Edition

Towards a Pedagogy of Higher Education The Bologna Process, Didaktik and Teaching

    164 Pages 1 B/W Illustrations
    by Routledge

    164 Pages 1 B/W Illustrations
    by Routledge

    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.




    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


    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.

    "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

    "They brilliantly show how the pedagogical role of the university – what it wants with/for its subjects – has withered in higher education and thus needs to be re-claimed and re-formulated...In conclusion, "Towards a Pedagogy of Higher Education" is a timely book that brilliantly adds a Critical Didaktik -perspective to a field where profound pedagogical considerations have been overtaken by worries about how to effectively implement policy agendas...Well-written and conceptually stimulating, the book provides valuable food-for-thought-and-action for teacher-researchers in higher education and everyone working with university pedagogy."

    Kasper A. Sørensen, PhD student in Education, Roskilde University, Denmark

    "Higher education pedagogy has so far, on the whole, been surprisingly disconnected from educational scientific theory and philosophy, so Magnússon and Rytzler's book and theory on teaching in higher education is particularly welcome.... Magnússon and Rytzler's proposal for university pedagogy founded in didactics and impregnated with philosophical pedagogy deserves nothing less than a "Finally!" Finally, someone has shown how higher education pedagogy can be anchored in the theoretical foundations and terminology that other branches of educational science connect to. ...the benefit of the book is powerful and its contribution to higher education research, education and development is difficult to overestimate."

    Lotta Jons, Developer of University Pedagogy, Stockholm University, Sweden.