Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented

Warren Warren

doi:10.3390/educsci9040295

Abstract

This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While the tradition of PPL has always promised a world-oriented and transformative alternative to traditional higher education, the article argues that this new global dimension presents an opportunity to renew the transformative potential of PPL. In particular, it argues that it can facilitate new ways of conceptualising the inquiry-problem in relation to the pedagogic idea of exemplary problems. Furthermore, problem-oriented approaches can generally be articulated with a more values-based conception of internationalisation and global justice, in order to enhance the transformative potential of these pedagogies. The article proposes that this enhanced conceptualization of world-orientation is an appropriate answer to the call for pedagogic responses to the existential threat posed by the climate crisis.

Highlights

This paper reports on a theoretical exploration conducted by the author of the inquiry-problem in problem-oriented pedagogies, through the specific instance of how exemplary problems are conceptualised in problem-oriented project learning at Roskilde University (RUC) in Denmark
This paper suggests that the potential of this new principle of internationalisation is best served by articulating it as a values-based pedagogy that emphasises global social justice
Central to this paper is a reconceptualization of the inquiry-problem in problem-oriented pedagogies

Summary

Introduction

This paper reports on a theoretical exploration conducted by the author of the inquiry-problem in problem-oriented pedagogies, through the specific instance of how exemplary problems are conceptualised in problem-oriented project learning at Roskilde University (RUC) in Denmark. The particular form that inquiry-problems take at RUC is rearticulated through the concept of world-orientation, drawing on both the original theoretical foundations of RUC’s pedagogic model and more recent discussions of world-oriented education. This is the basis on which the paper seeks to contribute to re-thinking the inquiry-problem in problem-oriented pedagogies. The paper further develops the concept of world-oriention as an option for translating internationalisation into pedagogy This concept is used to re-articulate RUC’s approach to the inquiry-problem appropriate to the existential issues. The paper suggests that this approach to conceptualising the inquiry-problem responds to increasing calls for an adequate pedagogic response to the climate crisis

Roskilde University: A Social Experiment in Higher Education

Towards a Values-Based Global Justice Perspective

Findings

Conclusions