In discussing the functions of education Gert Biesta distinguishes qualification, socialisation and subjectification. In subjectification higher education facilitates the evolution of students as distinctive self-determining persons. This paper foregrounds and discusses 'student self-formation', a paradigm of subjectification with fecund…

Rationality is the cornerstone of our mainstream education. However, in varying degrees, we use intuition in our daily lives. According to Carl Jung (1921/2016), intuition is one of four major functions of the human mind, along with sensation, thinking, and feeling. If there is a domain of intuition, education should develop it as a complementary…

The idea of reflection has become more and more pervasive in higher education in recent decades, particularly -- but not only -- in teaching and learning and in the professional disciplines. But what does it mean, how has it been applied and what does it add? This article explores the history and development of the idea and assesses its place in…

How does critical reflection happen? And what circumstances influence the forms critical reflection takes and the issues it comes to address? Recent contributions suggest that we should pay greater attention to the ways social conditions and other factors affect what people reflect upon and how. Examining John Dewey's perspective on the…

This paper argues that public accountability discourse and research quality processes designed to support it are associated with the validation of methodological approaches in social research which claim to capture the real condition of the social world and to remedy its ailments, supporting an expansion of representative modes of scholarship, and…

We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable…

In this article, I explore a pedagogical approach grounded in Native feminist theories and their commitments to place, to relations, to lands, and to more sustainable, just futures. In approaching college history instruction from a place informed by Native feminist teachings, I offer that the college-level classroom can be a space for students to…

Driven by the massification and marketization of higher education, interest in experiential learning has grown as universities compete to demonstrate the vocational relevance of their programs. The authors argue that in fostering experiential learning, as opposed to simply delivering "experiences," teacher transformation can occur in…

This paper identifies the need for a pedagogical re-orientation in UK higher education to prepare graduates to overcome wicked problems. In addition to key knowledge sets, graduates need attributes of critical self-reflection, risk-awareness and management, collaboration, creativity, agility, reflexivity - enabling the ability to manage the…

This paper examines the Inside-Out Prison Exchange Program's pedagogy as a praxis for transformative learning and social change, with a particular focus on the role of incarcerated students in shaping public policy. It explores how an Inside-Out approach cultivates a learning environment rooted in critical thinking, reflection, collaboration, and…

In an era of expanding research on innovative approaches to student-centered learning, this paper contributes to the discourse on heutagogy's potential benefits for individual professional growth. The concept of heutagogy is dissected, emphasizing its significance in educational settings. The study elucidates the nature of heutagogy, its…

Based on an ethnographic study on studio teaching at five leading European architecture schools, the paper at hand identifies three repeatedly occurring deficiencies (as well as one related problem) in the teaching of architectural design. Drawing on empirical data, the paper describes how 'epistemic positions' are shifted without reflection, that…

This work considers what can be gleaned from critically reflecting on several teaching philosophy statements to facilitate professional development. Specifically, three statements, written in 2015, 2019 and 2021 by the author, were investigated using qualitative reflexive thematic analysis to help identify static and dynamic themes within the…

Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education…

This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self-reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations…