Approaching Higher Education with Didaktik : University Teaching for Intellectual Emancipation.

• European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Didaktik

higher education

university teaching

Bologna process

constructive alignment

intellectual emancipation

Didactics

didaktik

Pedagogik

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