In my last post I suggested that the masters framework developed by the QAA for HE in Scotland (2013) offered a very useful basis for developing pedagogy. I also argued that curriculum needs to be more than a list of content, instead seeing the roles of emergence and process as crucial to the work of masters students and therefore in designing curricula. In developing this perspective on curriculum, how might a practical framework look?
This model is an attempt to capture the complexity and process orientation towards curriculum which is informed by the work of Knight (2001). This model starts from a position of seeing knowledge as a central element of any curriculum. Knowledge is the building blocks on which debate and argumentation are based. Therefore, it is a crucial element in constructing any curriculum. However, by itself it is not enough. Of equal importance is the structure which supports these building blocks – the explicit discussion of concepts. Threshold concepts (Meyer, Land and Baillie, 2010) have become a useful basis for developing the overarching framework for a course, and indeed modules (whilst accepting that in any given module threshold concepts for many may remain liminal). At masters level there is every chance that students will move from a core area of knowledge to pursue and specialise in particular spheres within a module. The explicit use of threshold concepts allows this process to occur within a coherent, wider ‘field’ of study; whilst individuals may begin to investigate different subject areas and contexts the concepts ensure a level of coherence and allow a common point of contact for discussion and engagement with the work of others. The use of an explicit conceptual framework also gives a general scheme for the process of learning to operate within. In this sense, the interplay of a conceptual schema (boundary settings) with individual investigation and growth (freedom) is in keeping with Davis and Sumara’s (2006) identification of factors necessary for emergence in their work on complexity theory.
If knowledge and concepts are engaged with alone however, then there is a deficit in the applied/practical use of the emerging learning. Hence, application is also important as this is where schema, a developing knowledge base and understanding are utilised and ‘tested’.
It is at the intersection of the three dimensions of knowledge, concepts and application where curriculum as process (Knight, 2001; Stenhouse, 1975) can be made real. Together, they give the possibility for emerging understanding (here used in the way I’ve interpreted Van Camp (2014) to emphasise the connection of ideas and knowledge in networks) and application based on engagement with knowledge, concepts and their application. It is in this emerging interpenetration (Byrne and Callaghan, 2014) of these systems that both new insights and new knowledge can emerge. But at this level, this is a personal journey for each student with different contexts, interests and applications driving learning. Hence, curriculum as product (Stenhouse, 1975) makes little sense as the possible outcomes are hugely diverse whilst still operating within a loose framework and from common starting points (For an example of how this model for curriculum has been used in our work so far see an earlier post & our research methods pedagogy website)
As suggested in earlier posts, to understand and develop curricula where diversity and process are key, we need to have a clear understanding of the role of assessment in aiding the emergent process model, but as I’ll also reflect upon in future posts, interpenetration has major ramifications for the way we understand learning and teaching; to reiterate, to suggest that pedagogy can be the study of teaching alone makes little sense.
Byrne, D. & Callaghan, G. (2014) Complexity Theory and the Social Sciences: The state of the art. Abingdon: Routledge.
Davis, B. & Sumara, D. (2006) Complexity and Education: Inquiries into Learning, Teaching, and Research. New York: Routledge.
Knight, P.T. (2001) ‘Complexity and Curriculum: A process approach to curriculum-making.’ Teaching in Higher Education, 6(3), 369-381.
Meyer, J.H.F., Land, R. and Baillie, C. (2010) Threshold Concepts and Transformational Learning, (eds), Rotterdam: Sense Publishers.
Quality Assurance Agency for Higher Education (2013) What is mastersness? Discussion Paper. Retrieved from: http://www.enhancementthemes.ac.uk/docs/report/what-is-mastersness.pdf [Last accessed 5/7/15]
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London: Heinemann.
Van Camp, W. (2014) ‘Explaining understanding (or understanding explanation).’ European Journal of Philosophy of Science, 4(1): 95-114.