PBL and the Postmodern Condition - Knowledge Production in University Education


  • Ole Ravn Aalborg University
  • Annie Aarup Jensen Aalborg University




PBL, Problem Based Learning, Postmodern condition, university education, knowledge production


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


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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:
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