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This book examines the experiences of Learning Development as a pedagogic practice in higher education. Taking a philosophical approach, the book uses the perspective of a fictionalised Learning Developer to investigate the nature of power relations within the university, and how and why they lead to an ongoing sense of 'crisis' in higher education teaching practice.
Although Learning Developers and other teachers in higher education are subject to the constraints of power relations within the academy, they are not powerless. By comprehending the nature of these relations and their consequences, the practitioner can begin to formulate new responses and forge new relations.
The book provides a theoretical contribution to the emergent profession of Learning Development, and insights into the pedagogic practices of related professional disciplines, including librarians and academic developers. The book will benefit educational researchers and anyone engaged directly in teaching and learning in a university setting. It is also beneficial to those that work alongside them, including senior managers and administrators. The way the philosophical ideas in the book are developed and applied will also be of interest to scholars of Deleuze and philosophers of education.
List of contents
1. Introduction.- Part 1 Learning Development as a Practice.- 2. The Particularity of Practice.- 3. Normative Crises in Practice.- 4. From the Particular to the Universal.- Part 2. Aspects of Learning Development Practice.- 5. Routine Practices.- 6. Represented Practices.- 7. Reactive Practices.- 8. Innovative Practices.- 9. Nihilistic Practices.- Part 3 Towards an Idea of Learning Development.- 10. From ideal to Idea.- 11. Dramatisation.- 12. Specification.- 13. Configuration.- 14. Condensation.- 15. Tendencies.- Conclusion.
About the author
Jason Eyre is a Senior Lecturer in Learning Development at De Montfort University, Leicester. He holds a PhD in Philosophy of Education (UCL Institute of Education, 2020) and is a Senior Fellow of the Higher Education Academy. His work focuses on learning in higher education, the context in which it takes place, and how it can be supported.
Summary
This book examines the experiences of Learning Development as a pedagogic practice in higher education. Taking a philosophical approach, the book uses the perspective of a fictionalised Learning Developer to investigate the nature of power relations within the university, and how and why they lead to an ongoing sense of 'crisis' in higher education teaching practice.
Although Learning Developers and other teachers in higher education are subject to the constraints of power relations within the academy, they are not powerless. By comprehending the nature of these relations and their consequences, the practitioner can begin to formulate new responses and forge new relations.
The book provides a theoretical contribution to the emergent profession of Learning Development, and insights into the pedagogic practices of related professional disciplines, including librarians and academic developers. The book will benefit educational researchers and anyone engaged directly in teaching and learning in a university setting. It is also beneficial to those that work alongside them, including senior managers and administrators. The way the philosophical ideas in the book are developed and applied will also be of interest to scholars of Deleuze and philosophers of education.
