Abstract
In the autumn of 2011, the course “The City: Boundary Transgressions and Visual Expressions” was given for the first time. Formally placed at the Division of Art History and Visual Studies, the course is a collaboration with the Division of Social Anthropology and is directed towards students from a range of disciplines within the fields of the humanities and social sciences.
The course includes an excursion to a European city (e.g. Paris, Berlin) during which the students conduct minor field studies in interdisciplinary groups. For the 2012 Pedagogic Inspiration Conference we propose to present and discuss some of the experiences derived from the course in relation to the themes of interdisciplinarity and conflict and group responsibility as learning resources.
The main ideas behind the interdisciplinary group work as a central TLA is to give the students firsthand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response has generally been positive. Students find it educational to use methods from different fields to gain a holistic understanding of their object of study. However, the course evaluations also show that the organization of the group work can be challenging.
Rather than seeing the conflicts that arise among students as a problem, we have come to see it as a resource and an opportunity for learning. Therefore, while the course team is available for consultation, the students are expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life.
The course includes an excursion to a European city (e.g. Paris, Berlin) during which the students conduct minor field studies in interdisciplinary groups. For the 2012 Pedagogic Inspiration Conference we propose to present and discuss some of the experiences derived from the course in relation to the themes of interdisciplinarity and conflict and group responsibility as learning resources.
The main ideas behind the interdisciplinary group work as a central TLA is to give the students firsthand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response has generally been positive. Students find it educational to use methods from different fields to gain a holistic understanding of their object of study. However, the course evaluations also show that the organization of the group work can be challenging.
Rather than seeing the conflicts that arise among students as a problem, we have come to see it as a resource and an opportunity for learning. Therefore, while the course team is available for consultation, the students are expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life.
| Original language | English |
|---|---|
| Pages | 5-12 |
| Number of pages | 8 |
| Publication status | Published - 2012 |
| Event | Pedagogic Inspiration Conference for teachers at the HT Faculties, Lund University - Lund, Sweden Duration: 2012 Nov 7 → … |
Conference
| Conference | Pedagogic Inspiration Conference for teachers at the HT Faculties, Lund University |
|---|---|
| Country/Territory | Sweden |
| Period | 2012/11/07 → … |
Subject classification (UKÄ)
- Art History
- Social Anthropology
Free keywords
- excursion
- learning by doing
- methodology
- group work
- conflict
- field study
- method
- interdisciplinary
- group responsibility
- social anthropology
- socialantropologi