PBL and the Postmodern Condition - Knowledge Production in University Education

  • Ole Ravn Aalborg University
  • Annie Aarup Jensen Aalborg University
Keywords: PBL, Problem Based Learning, Postmodern condition, university education, knowledge production

Abstract

In this article we discuss the contemporary conditions for running the Aalborg Problem Based Learning-model (PBL). We try to pinpoint key characteristics of these conditions emphasising Lyotard’s conception of knowledge production referred to as the move towards a postmodern condition for knowledge. Through discussions of this alleged condition for university curricula development we investigate its connections to the PBL-model. Some of the explored conditions highlight strong potentials for the PBL-model but the postmodern condition also raises a number of changes and challenges in relation to the original PBL-model as an educational setting.    

Author Biographies

Ole Ravn, Aalborg University
Associate Professor, Depertment of Learning and Philosophy
Annie Aarup Jensen, Aalborg University
Associate Professor, Depertment of Learning and Philosophy

References

Brügger, N. (2001). What about the Postmodern? The Concept of the Postmodern in the Work of Lyotard. Yale French Studies, No. 99, Jean-Francois Lyotard: Time and Judgment, pp. 77-92.

Christensen, O. R. & Børsen, T. (2009). From Anomaly to Paralogy – The Post-modern Condition and its Consequences for University Science Education. In University Science and Mathematics Education in Transition pp. 283-299. Ed. Ole Skovsmose; Paola Valero; Ole Ravn Christensen. Springer, New York.

Illeris, K. (1974). Problemorientering og deltagerstyring. Oplæg til en alternativ didaktik. Munksgaard, Copenhagen.

Kolmos, A., Fink, F. & Krogh, L. (eds.) (2004). The Aalborg PBL-Model – Progress, Diversity and Challenges. Aalborg University Press.

Lyotard, J. F. (2004). The Postmodern Condition: A Report on Knowledge. Manchester University Press.

Peters, M. (1995). Education and the Postmodern Condition: revisiting Jean-François Lyotard. Journal of Philosophy of Education, Vol. 29, No. 3.

Aarup Jensen, A. & Bækkelund Jensen, H. (2004). Back to the Future- theory and practice in adult prractitioners’ problem oriented project work. In Anette Kolmos, Flemming K. Fink, Lone Krogh (2004). The Aalborg PBL model. Progress, Diversity and Challenges. Pp. 285-302. Aalborg University Press.

AAU PBL Principles:
Retrieved on this address on 10th of March 2016:
http://www.aau.dk/digitalAssets/62/62747_problem_based_learning_aalborg_university.pdf
Published
21-12-2016
Section
Paper