Metamodern sensibilities: toward a pedagogical framework for a wicked world

Abstract

This paper suggests the need for a pedagogical re-orientation in UK higher education (HE) to prepare students better for a liminal, precarious, and complex world that affects work, civic and political life. This world has been termed wicked, a concept from systems theory and planning (Churchman 1967;Rittel and Webber 1973) which describe issues, such as poverty, food insecurity and climate change, that appear to defy collective solutions and agreement.As Grewatch, Kennedy, and Bansal (2021) argue systems takes a relational view of the living world focusing on interconnectedness, interaction, and adaption. According to Krawczynska-Zaucha (2020), the twenty first century is characterized by VUCA (volatility, uncertainty, complexity, and ambiguity) to reflect an increasingly global system that is entangled, technologically driven, and fragmenting. Such wickedness presents challenges for UK HE in its role as a strategic actor in whatBarnett (2017a) suggests is a challenging complex societal ecosystem that requires graduates to be life-deep/life-wide learners, problem-solvers, and engaged citizens. We contend the sector needs to recognise that we are educating and preparing individuals to enter the unknown (Furr and Dyer 2014). We also suggest the concepts of wicked and VUCA are amplified by the neoliberal condition that privileges individualism, competition, and the market, that shackles UK HE. We contend the political economy of UK HE is characterised by marketisation, stratification, and performance metrics (Busch 2017;Schulze-Cleven et al. 2017), that mitigates against embedding pedagogical practices that contribute to supporting ACCEPTED TEACHING IN HIGHER EDUCATION -16 TH NOVEMBER 2022

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Pedagogical innovation to captivate students to ethics education in engineering

“…Engage the mind and body in the learning process (Bowman et al, 2022) It implies movement and the search for clues; handling documents on physical support Contact with documents: PDC; content on ethics in engineering and on contemporary ethical currents Engage emotions (fundamental to motivation, attribution of meaning, personal and ethical commitment and appreciation) (Connelly and Joseph-Salisbury, 2019) (Ferreira, 2013) It focuses on a mystery to unravel, and the narrative included aspects linked to their course, which promoted identification with the context, as well as personal and emotional involvement Assign meaning to experience and learning and foster moral development Engage students with close to reality complex situations (Connelly and Joseph-Salisbury, 2019) The narrative included complex fictional situations partly based on reality Recognize ethical dimension of professional practice and the practical dimension of ethics; apply ethical analysis to practical cases and promote resilience in complex contexts. Be a personal and active discovery (Garrett, 2017) Implies an active effort of search, discovery, analysis, interpretation, judging, associating and deducing that is done by the students Collection, analysis, interpretation and evaluation of information; deduction of hypotheses; synthesis and construction of a reasoned explanation and build ethical reasoning Focus on pedagogical relationships between the different actors, which promotes effective learning (Gravett et al, 2021) Is a cooperative group game, involving interaction and debate Express opinion and substantiate their perspective Promoting a different view of reality (Christensen et al, 2010) Is necessary: to debate the different ideas and reach consensus and openness to the unexpected Compare, debate, evaluate and judge various perspectives and possibilities Promoting curiosity and motivation…”