Description
The Journal of Problem Based Learning in Higher Education (JPBLHE) represents state of the art research in the theory and practice of PBL in higher education and actively seeks to promote transformative and progressive university pedagogy.Integrating Academic and Artistic Methodologies within a PBL-environment:
The term art and science not only denotes a novel subject field, but also an emergent pedagogical and methodical line of inquiry. Subfields such as art and technology, bio art, participatory or interactive art, and media art entail both a methodological and epistemological shift. These kinds of artistic endeavors seek exchange and collaboration with scientific projects in terms of idea, knowledge and solution generation. At the same time, there is an observable trend in scientific disciplines to incorporate artists and artistic methods into their practices. While the goals of art and science are not necessarily aligned, there is mutual interest on the part of artistic and scientific disciplines to move beyond disciplinary boundaries to uncover new ways of working and fresh perspectives.
In the wake of this development, various educational programs have surfaced that aim to integrate artistic and academic methodologies. Through pedagogical strategies, these educational programs take up the challenge of training students in both artistic and academic methodologies, thereby training skills such as creativity, flexible and interdisciplinary thinking, collaboration and adaptability. Problem-based learning and research environments are particularly conducive to exploring the potential of artistic methods and integrating them into university pedagogy.
But how exactly can this be done?
We invite articles that deal with the integration of artistic and academic methods especially – but not exclusively – within an PBL environment.
This special issue is interested in questions such as
Can we envision an integration of academic and artistic methods that fosters an innovative methodology, or are academic and artistic methodologies fundamentally incompatible?
Do artistic methodologies supplement, broaden, or work against the tenets of the PBL approach?
Does PBL have a theoretical base through which we might conceptualize the integration of artistic and academic methodologies, for example, by allowing for different degrees or modes of integration?
What are the challenges or trade-offs of combining artistic and academic methodologies? What is gained and what is lost when we move across disciplinary boundaries?
How are artistic and academic methodologies defined historically, and which new perspectives and discourses make integration possible?
How can the integration of artistic and academic methods be realized in concrete teaching practices within an PBL environment?
| Period | 1 Nov 2017 |
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