Blinde flekker? Om læring i norsk universitets- og høgskolepedagogikk

Abstract

This article is an analysis of “the learning focus“ currently prevalent in Norwegian higher education pedagogy. Starting from the fact that learning plays a dominant role in the said context, the article investigates which problems, if any, this entails. The question asked in the paper is whether “the focus on learning“ implies blind spots and, if so, at what cost. Results in this connection are expressed in four propositions: (i) A proposition that something goes missing; (ii) A proposition about the nature of learning; (iii) A proposition about a priority gone awry; and (iv) A proposition about a slogan-like discourse. The propositions are not meant to be definitive, but are an invitation to (further) debate and a contribution to an ongoing conversation on pedagogical facilitation. The aim of the article is thus to generate an overview, not to propose positive conclusions.