Cristin-prosjekt-ID: 2505902
Sist endret: 1. mars 2021 14:34

Cristin-prosjekt-ID: 2505902
Sist endret: 1. mars 2021 14:34
Prosjekt

Critical Emancipative Learning (CEL)

prosjektleder

Joost van Wijchen
ved Hogeschool van Arnhem en Nijmegen

prosjekteier / koordinerende forskningsansvarlig enhet

  • Hogeschool van Arnhem en Nijmegen

Tidsramme

Aktivt
Start: 1. august 2020 Slutt: 31. desember 2021

Beskrivelse Beskrivelse

Tittel

Critical Emancipative Learning (CEL)

Vitenskapelig sammendrag

The incentive of education is to prepare learners to meaningful participating in both current and future societies. The key elements in this incentive are participation, the present, and the future. In order to participate, from the perspective of the learner, one needs to feel a sense of coherence (Lindström & Eriksson, 2006). A connection between the learner and environment, as such enablement, to engage in meaningful actions. Directly this creates challenges, as no person is alike, and also environments, societies, are plural and transforming. Another challenge presents itself as well, preparing for the future, it seems we are in general mostly illiterate concerning the future (Miller, 2007). 

Even so, from an educational perspective, using competencies or content orientation ‘knowledge, skills, and attitudes’ might not be the most helpful elements to provide an environment which provides a base for all to learn (Baillie, Bowden, & Meyer, 2013)(Malloch, Cairns, & Hase, 1998). As the previous ask for learners to adapt to one system instead of creating adaptation strategies to constantly changing contexts and altering dynamic systems (Solnit, 2005, 2006). 

The last known challenge to add to the list is the changing perspectives on illness and health and changing health needs within society(Kaljouw & Vliet, 2015). This is seen in the policy rapport towards new health care and new health care professions(Kaljouw & Vliet, 2015). An important part within the new health care is the current operationalization of health: “health as the ability to adapt and self-manage .. “(M. A. S. Huber, 2014). These proposed transitions have a huge impact on future health professionals such as physiotherapists. As the security of their role within the system comes under question by new healthcare professionals (Nicholls, n.d.), as are the objectives of health care. Future physiotherapists need to be able to help clients, to create and maintain abilities to adapt and to self- manage (M. Huber et al., 2011). Arguing out of a congruency model, this would entail Physiotherapists need to be able to adapt and self-manage their (professional) life to be of help to others. At the same time, the challenges we face in society concerning health covers a wide range and could be best described as wicked problems (Beenen, 2019).

Summarizing all the challenges a problem at hand is how to create a learning environment which prepares students, future physiotherapist, to work and thrive in a growingly complex world, facing uncertainties, while making sound choices? 

Metode

Student active building of learning landscapes. Group discussions, workshops and qualitative interviews

prosjektdeltakere

prosjektleder

Joost van Wijchen

  • Tilknyttet:
    Prosjektleder
    ved Hogeschool van Arnhem en Nijmegen

Paul Beenen

  • Tilknyttet:
    Prosjektdeltaker
    ved Hanzehogeschool Groningen

Wim Oerlemans

  • Tilknyttet:
    Prosjektdeltaker
    ved Hogeschool van Arnhem en Nijmegen

Maria Nordheim Alme

  • Tilknyttet:
    Prosjektdeltaker
    ved Høgskulen på Vestlandet
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