Re-contextualising real-life learning to a university setting
Peer reviewed, Journal article
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Original versionTeaching in Higher Education. 2021, (1-19). https://doi.org/10.1080/13562517.2021.1928058
The topic of this paper is the relocation of a proven learning mechanism in a real-life working situation to a university setting. The aim is to discuss to what degree the types of learning generated in the original setting can survive the re-contextualisation and what might be done to retain as much value as possible. The original learning situation was an aesthetic experience – choral singing and conducting – that allowed nine senior managers to sense various relational phenomena, such as control and empowerment, multi-voice teamwork, the impact of own body, empathy, and vulnerability. The target learning domain is a university setting. The paper draws on various theories of learning. The re-contextualisation is discussed in the form of five hurdles that must be overcome. For each hurdle, a design hypothesis is proposed. The presence of an aesthetic object – the sounding music – illuminates the crucial linkage between discipline knowledge structures and everyday practices.