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Interdisciplinarity, group responsibility and conflict as resources for learning

Bengtsen, Peter LU ; Goysdotter, Moa LU and Hedlund, Anna LU (2014) In Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012
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 was a collaboration with the Division of Social Anthropology and was directed towards students from a range of disciplines within the fields of the humanities and social sciences.



The course included an excursion to a European city (e.g. Paris, Berlin) during which the students conducted minor field studies in interdisciplinary groups.



The present text presents and discusses some of the experiences derived from the course in relation to the themes of interdisciplinarity, conflict and group responsibility... (More)
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 was a collaboration with the Division of Social Anthropology and was directed towards students from a range of disciplines within the fields of the humanities and social sciences.



The course included an excursion to a European city (e.g. Paris, Berlin) during which the students conducted minor field studies in interdisciplinary groups.



The present text presents and discusses some of the experiences derived from the course in relation to the themes of interdisciplinarity, conflict and group responsibility as learning resources.



The main ideas behind the interdisciplinary group work as a central TLA was to give the students first-hand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response was generally positive. Students found 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 interdisciplinary group work can be challenging.



Rather than seeing the conflicts that arise among students as a problem, in this paper we suggest to see them as resources and opportunities for learning. Consequently, while the course team has been available for consultation, the students have been expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life both inside and outside of academia. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
excursion, learning by doing, methodology, group work, conflict, field study, method, interdisciplinary, interdisciplinarity, group responsibility, social anthropology, socialantropologi, visual studies, urban studies, didactics
categories
Higher Education
in
Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012
editor
Maurits, Alexander and Mårtensson, Katarina
publisher
Lunds universitet, Humanistiska och teologiska fakulteterna
language
English
LU publication?
yes
id
87b6cc4b-d6d3-4242-8267-6f5ec789ddd0 (old id 3413151)
alternative location
https://www.academia.edu/3838035/Bengtsen_P._Goysdotter_M._and_Hedlund_A._2014_._Interdisciplinarity_group_responsibility_and_conflict_as_resources_for_learning
date added to LUP
2013-03-04 09:13:44
date last changed
2016-09-13 15:54:11
@misc{87b6cc4b-d6d3-4242-8267-6f5ec789ddd0,
  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 was a collaboration with the Division of Social Anthropology and was directed towards students from a range of disciplines within the fields of the humanities and social sciences.<br/><br>
<br/><br>
The course included an excursion to a European city (e.g. Paris, Berlin) during which the students conducted minor field studies in interdisciplinary groups. <br/><br>
<br/><br>
The present text presents and discusses some of the experiences derived from the course in relation to the themes of interdisciplinarity, conflict and group responsibility as learning resources.<br/><br>
<br/><br>
The main ideas behind the interdisciplinary group work as a central TLA was to give the students first-hand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response was generally positive. Students found 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 interdisciplinary group work can be challenging.<br/><br>
<br/><br>
Rather than seeing the conflicts that arise among students as a problem, in this paper we suggest to see them as resources and opportunities for learning. Consequently, while the course team has been available for consultation, the students have been expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life both inside and outside of academia.},
  author       = {Bengtsen, Peter and Goysdotter, Moa and Hedlund, Anna},
  editor       = {Maurits, Alexander and Mårtensson, Katarina},
  keyword      = {excursion,learning by doing,methodology,group work,conflict,field study,method,interdisciplinary,interdisciplinarity,group responsibility,social anthropology,socialantropologi,visual studies,urban studies,didactics},
  language     = {eng},
  publisher    = {ARRAY(0x7790e58)},
  series       = {Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012},
  title        = {Interdisciplinarity, group responsibility and conflict as resources for learning},
  year         = {2014},
}