threshold concepts and professional formation
DESCRIPTION
Annotated version of presentation at University of Lincoln, November 2011. References can be found at www.doceo.co.uk/lincoln/TRANSCRIPT
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Threshold Concepts and Threshold Concepts and Professional FormationProfessional Formation
James AthertonJames Atherton(at the University of Lincoln)(at the University of Lincoln)
15 November 201115 November 2011
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(This is the Lion Gate at Mycenae, through which Agamemnon
may have passed on his way to Troy. 1300 BCE)
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Ways of thinking
and practising
The presentation looks at these diffuse but
important features of professional disciplines
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Ways of thinking
and practising
The presentation looks at these diffuse but
important features of professional disciplines
Or “WTP”
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Ways of thinking
and practising
A major issue in vocational/ professional
education
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
...and implications for curriculum and
pedagogy
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
...and implications for curriculum and
pedagogy
Didn’t get to do much on this in the session—I’ll write
about it
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9
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10
If this vague and indistinctly bounded shape represents the
WTP of a professional...
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11
Political
Background
Legal
AspectsResearchmethods
Ethics
Other contributory
skills
Philosophies / models ofPractice
Discipline-SpecificTheory
ProfessionalStudies
Practiceskills
Technology
Values
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12
Political
Background
Legal
AspectsResearchmethods
Ethics
Other contributory
skills
Philosophies / models ofPractice
Discipline-SpecificTheory
ProfessionalStudies
Practiceskills
Technology
Values
...all these neat little boxes represent our efforts to
devise organised courses to “cover” the formal
knowledge, skills and WTP
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13
Political
Background
Legal
AspectsResearchmethods
Ethics
Other contributory
skills
Philosophies / models ofPractice
Discipline-SpecificTheory
ProfessionalStudies
Practiceskills
Technology
Values
But there are always bits of the WTP the formal curriculum
cannot reach
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“He’ll pass the assessments and get his degree, but he’ll never think like an engineer.”
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“He’ll pass the assessments and get his degree, but he’ll never think like an engineer.”
As a former engineering lecturer
colleague put it of one of his students.
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Situated Learning (a.k.a. “sitting next to Nellie”)
Initial interactionis with othernew entrants
Progress isbeing allowedto take on morekey, or risky, tasks
The boundaryis constantly
moving
Initial interactionis with othernew entrants
Progress isbeing allowedto take on morekey, or risky, tasks
Note: Lave & Wenger explicitly reject this kind of depiction of their model
The boundaryis constantly
moving
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Situated Learning (a.k.a. “sitting next to Nellie”)
Initial interactionis with othernew entrants
Progress isbeing allowedto take on morekey, or risky, tasks
The boundaryis constantly
moving
Initial interactionis with othernew entrants
Progress isbeing allowedto take on morekey, or risky, tasks
Note: Lave & Wenger explicitly reject this kind of depiction of their model
The boundaryis constantly
moving
We could (and do) rely on the “community of practice” to teach this
for us, and back off from it.
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Based on Wenger E (1998) Communities of Practice Cambridge; CUP p. 63
Participation
Reification
meaning
worldexperience
negotiation
living in the worldmembershipacting
interacting
mutuality
forms
points of focus
documentsmonuments
instrumentsprojection
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Based on Wenger E (1998) Communities of Practice Cambridge; CUP p. 63
Participation
Reification
meaning
worldexperience
negotiation
living in the worldmembershipacting
interacting
mutuality
forms
points of focus
documentsmonuments
instrumentsprojection
So the learning comes from the workplace
and the existing practitioners
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Based on Wenger E (1998) Communities of Practice Cambridge; CUP p. 63
Participation
Reification
meaning
worldexperience
negotiation
living in the worldmembershipacting
interacting
mutuality
forms
points of focus
documentsmonuments
instrumentsprojection
So the learning comes from the workplace
and the existing practitioners
But there is the problem that in the real world, not all practice is
best practice...
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Rite of Passage
Initial Status Initiation
Marginal (Liminal) Status
ReturnNew Status
Time
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Rite of Passage
Initial Status Initiation
Marginal (Liminal) Status
ReturnNew Status
Time
Whatever the mechanism, the acquisition of a
professional identity entails a period of liminality
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
So this is where TCs come in.
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
So this is where TCs come in.
And also where the ideas become more personal/original/
speculative/ dubious/wrong!
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• "A threshold concept can be considered as akin to a portal,
• opening up a new and previously inaccessible way of thinking about something.
• It represents a transformed way of understanding, or interpreting, or viewing something
• without which the learner cannot progress."
(Meyer and Land, 2006:3)
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• "A threshold concept can be considered as akin to a portal,
• opening up a new and previously inaccessible way of thinking about something.
• It represents a transformed way of understanding, or interpreting, or viewing something
• without which the learner cannot progress."
(Meyer and Land, 2006:3)
This is the closest we have to a definition
of TCs so far
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Hence all the pictures of gates,
doors, arches, etc.
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Hence all the pictures of gates,
doors, arches, etc.
But a colleague from (I think) the University of Prince Edward Island
suggested this is the best image. The TARDIS is
bigger on the inside than the outside!
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Answer
Facts
Convergent thinking- STEM (?)
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Answer
Facts
Convergent thinking- STEM (?)
For present purposes it is convenient to adopt Hudson’s distinction
between “convergent” and “divergent” thinking
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Answer
Facts
Convergent thinking- STEM (?)
For present purposes it is convenient to adopt Hudson’s distinction
between “convergent” and “divergent” thinking
On the whole, convergent or “harder” disciplines unfold in a more linear
manner than “softer” ones, so it is easier to find their
threshold concepts
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Subject
learning outcomes
1
2
8
7
11
9
106
5
3
4
learning outcomes 2, 3, 7 and 9 are
threshold concepts
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Subject
learning outcomes
1
2
8
7
11
9
106
5
3
4
learning outcomes 2, 3, 7 and 9 are
threshold concepts
Asked to operationalise TCs in their discipline, a group of engineers had no trouble coming up
with this.
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Answer
Facts
Stimulus
Idea
Convergent thinking- STEM (?)
Divergent thinking- arts and humanities(?)
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Answer
Facts
Stimulus
Idea
Convergent thinking- STEM (?)
Divergent thinking- arts and humanities(?)
In softer and more divergent disciplines, however, the routes
are less prescribed and clear
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Answer
Facts
Stimulus
Idea
Convergent thinking- STEM (?)
Divergent thinking- arts and humanities(?)
In softer and more divergent disciplines, however, the routes
are less prescribed and clear
There may be several routes and indeed several equally
valid destinations
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Threshold concepts have both epistemological andontological elements
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Threshold concepts have both epistemological andontological elements
On the whole these are more prominent in convergent and
harder disciplines, characterised by their
technical nature...
...while these more personal aspects are more prominent
in softer disciplines, and characterised by their
normative nature
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Time
Kno
wle
dge/
ski
ll et
c.
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Time
Kno
wle
dge/
ski
ll et
c.This is a stylised
“learning curve”, a fantasy of
incremental progress
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Time
Kno
wle
dge/
ski
ll et
c.This is a stylised
“learning curve”, a fantasy of
incremental progress
...and this is the more realistic curve
associated with learning a threshold
concept
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Time
Kno
wle
dge/
ski
ll et
c.This is a stylised
“learning curve”, a fantasy of
incremental progress
...and this is the more realistic curve
associated with learning a threshold
concept
in particular, this is the
Liminal Trough
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Reversing the normal order of discussion, TCs are frequently
“troublesome”, counter-intuitive and potentially
disturbing
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• “Wood is made out of thin air and sunlight? Get real!”
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• “Wood is made out of thin air and sunlight? Get real!”
Photosynthesis? You won’t get far in biology without it.
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• “Wood is made out of thin air and sunlight? Get real!”
• “Price has nothing to do with the cost of production? Rubbish!”
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• “Wood is made out of thin air and sunlight? Get real!”
• “Price has nothing to do with the cost of production? Rubbish!”
If you can’t get this, you are at a
dead end in economics
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• “Wood is made out of thin air and sunlight? Get real!”
• “Price has nothing to do with the cost of production? Rubbish!”
• “So you are saying that the fact that someone’s legs don’t work is not a disability? Come on!”
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• “Wood is made out of thin air and sunlight? Get real!”
• “Price has nothing to do with the cost of production? Rubbish!”
• “So you are saying that the fact that someone’s legs don’t work is not a disability? Come on!”A little more problematic; but the
argument is that not having working legs is an impairment: it is the fact that
the environment is designed for people who can walk which is
disabling.
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• “Wood is made out of thin air and sunlight? Get real!”
• “Price has nothing to do with the cost of production? Rubbish!”
• “So you are saying that the fact that someone’s legs don’t work is not a disability? Come on!”
A little more problematic; but the argument is that not having working legs
is an impairment: it is the fact that the environment is designed for people who
can walk which is disables those who can’t.
And many disabled people and workers in the field argue that
accepting this social (rather than medical) model is essential for
understanding and effective practice.
(We’ll return to this later)
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Keep your eye on the ball.
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Keep your eye on the ball.
Not all TCs are like that. Some are simple
but no less critical
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Keep your eye on the ball.
Not all TCs are like that. Some are simple
but no less critical
And not all of them are “concepts”. This is a threshold skill for all ball games (as well
as being a metaphorical principle for many other
activities)
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“Well, that was a waste of time. I could have been doing something/anything else more productively”
(Overheard after a course Study Day)
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“Well, that was a waste of time. I could have been doing something/anything else more productively”
(Overheard after a course Study Day)
And some of them do not have to be taught; this student
grasps the concept of “opportunity cost” (a TC in
economics) with no difficulty
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
And some other issues thrown up by
treating ideas as “threshold”...
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Three possible forms which “threshold experiences” may
take.
Concepts
PerspectivesSkills
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Three possible forms which “threshold experiences” may
take.
Concepts
PerspectivesSkills
Note that “threshold experiences” has been adopted by Perkins (2010) but he does not talk about “skills” or
“perspectives”
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Always use a hand basin provided exclusively for washing hands
Use comfortably hot water. Rub your hands vigorously to work in the soap
Don’t forget the areas in between your fingers and around your wrists
Rinse your handsbefore drying them
Wash your hands properly
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Always use a hand basin provided exclusively for washing hands
Use comfortably hot water. Rub your hands vigorously to work in the soap
Don’t forget the areas in between your fingers and around your wrists
Rinse your handsbefore drying them
Wash your hands properly
When a group of catering teachers came up with this as a TC, we thought they’d missed
the point...
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Always use a hand basin provided exclusively for washing hands
Use comfortably hot water. Rub your hands vigorously to work in the soap
Don’t forget the areas in between your fingers and around your wrists
Rinse your handsbefore drying them
Wash your hands properly
When a group of catering teachers came up with this as a TC, we thought they’d missed
the point...
...but they weren’t just talking about
“healthandsafety”; taking hand-washing
seriously betokened...
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Always use a hand basin provided exclusively for washing hands
Use comfortably hot water. Rub your hands vigorously to work in the soap
Don’t forget the areas in between your fingers and around your wrists
Rinse your handsbefore drying them
Wash your hands properly
When a group of catering teachers came up with this as a TC, we thought they’d missed
the point...
...but they weren’t just talking about
“healthandsafety”; taking hand-washing
seriously betokened...
...an ontological shift for their students; they saw
themselves as professionals held to a
higher standard than the general public.
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“Patriarchy is a threshold concept in women’s studies—a significant, defining concept that transforms students’ understanding of the discipline. This article reviews our design, implementation, and findings of a lesson study crafted to teach women’s studies students the complex idea of patriarchy as a social system.”
Hassel H, Reddinger A, Van Slooten J (2011) “Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women’s Studies” International Journal for the Scholarship of Teaching and Learning Vol. 5, No. 2 (on-line, retrieved from http://academics.georgiasouthern.edu/ijsotl/v5n2/articles/Hassel_et_al/index.html 14 Nov 2011)
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“Patriarchy is a threshold concept in women’s studies—a significant, defining concept that transforms students’ understanding of the discipline. This article reviews our design, implementation, and findings of a lesson study crafted to teach women’s studies students the complex idea of patriarchy as a social system.”
Hassel H, Reddinger A, Van Slooten J (2011) “Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women’s Studies” International Journal for the Scholarship of Teaching and Learning Vol. 5, No. 2 (on-line, retrieved from http://academics.georgiasouthern.edu/ijsotl/v5n2/articles/Hassel_et_al/index.html 14 Nov 2011)This example raises the contestable issue of
a required belief as a threshold idea (note that this is separate from the question of the
validity of the idea)
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A student whoexceeds expectations
A student who meetsexpectations
A student who fails to meet expectations
Can explain and providespecific examples of thevalues of patriarchy asevident in multipleartefacts of popularculture.
Can recognize and provide aspecific example of the values of patriarchy as evident in one or more artefacts of popular culture.
Does not recognize thevalues of patriarchy asevident in artefacts ofpopular culture.
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A student whoexceeds expectations
A student who meetsexpectations
A student who fails to meet expectations
Can explain and providespecific examples of thevalues of patriarchy asevident in multipleartefacts of popularculture.
Can recognize and provide aspecific example of the values of patriarchy as evident in one or more artefacts of popular culture.
Does not recognize thevalues of patriarchy asevident in artefacts ofpopular culture.
These are the assessment rubrics for the course; note the centrality of the concept of patriarchy for differentiation. The more you see of it the better
you pass. The concept is a given.
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“[how] my students become “stuck” and hopefully “unstuck” with the threshold concept of Whiteness and its very real implications for their work with urban children and youth. [...] the theorizing and making sense of Whiteness as a structural force that has the great potential to hinder and stall White urban teachers’ work with their students and perpetuate passive racism (Marx, 2006).
“College students from a variety of [...] backgrounds come to college campuses having been socialized into the national rhetoric of a “colorblind American Dream,” in which everyone has the same chance to achieve, and racism is restricted to individual acts of bigotry. As such, the threshold concept of racism as a system of advantage based on race is often something students struggle to understand and with which they are initially uncomfortable. Some students remain highly resistant, and struggle with later concepts that build upon this understanding. In this study, I want to measure how and when student thinking about racism shifts over the fifteen weeks of the semester during which they are enrolled in my class.
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“[how] my students become “stuck” and hopefully “unstuck” with the threshold concept of Whiteness and its very real implications for their work with urban children and youth. [...] the theorizing and making sense of Whiteness as a structural force that has the great potential to hinder and stall White urban teachers’ work with their students and perpetuate passive racism (Marx, 2006).
“College students from a variety of [...] backgrounds come to college campuses having been socialized into the national rhetoric of a “colorblind American Dream,” in which everyone has the same chance to achieve, and racism is restricted to individual acts of bigotry. As such, the threshold concept of racism as a system of advantage based on race is often something students struggle to understand and with which they are initially uncomfortable. Some students remain highly resistant, and struggle with later concepts that build upon this understanding. In this study, I want to measure how and when student thinking about racism shifts over the fifteen weeks of the semester during which they are enrolled in my class. Same here...
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“Awareness of the concept that 'energy' exists.
Methods that I have used to bring about this awareness include encouraging students to sense each others' energy field, forming Reiki energy balls and working on seeing auras.”
Cert Ed student 2007
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“Awareness of the concept that 'energy' exists.
Methods that I have used to bring about this awareness include encouraging students to sense each others' energy field, forming Reiki energy balls and working on seeing auras.”
Cert Ed student 2007And this one is fascinating;
because whereas one might see the previous two examples as
requiring acceptance of an imposed but contestable
perspective...
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“Awareness of the concept that 'energy' exists.
Methods that I have used to bring about this awareness include encouraging students to sense each others' energy field, forming Reiki energy balls and working on seeing auras.”
Cert Ed student 2007And this one is fascinating;
because whereas one might see the previous two examples as
requiring acceptance of an imposed but contestable
perspective......it is possible to see the concept itself as
utter rubbish, and yet still see how it is essential as a TC
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“Awareness of the concept that 'energy' exists.
Methods that I have used to bring about this awareness include encouraging students to sense each others' energy field, forming Reiki energy balls and working on seeing auras.”
Cert Ed student 2007And this one is fascinating;
because whereas one might see the previous two examples as
requiring acceptance of an imposed but contestable
perspective......it is possible to see the concept itself as
utter rubbish, and yet still see how it is essential as a TC We might call it a
threshold myth.
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Plato; Republic Book lllCitizens, we shall say to them in our tale, you are brothers, yet
God has framed you differently. Some of you have the power of command, and in the composition of these he has mingled gold, wherefore also they have the greatest honour; others he has made of silver, to be auxiliaries; others again who are to be husbandmen and craftsmen he has composed of brass and iron; and the species will generally be preserved in the children. But as all are of the same original stock, a golden parent will sometimes have a silver son, or a silver parent a golden son. [...]
Such is the tale; is there any possibility of making our citizens believe in it?
Not in the present generation, he replied; there is no way of accomplishing this; but their sons may be made to believe in the tale, and their sons' sons, and posterity after them.
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Plato; Republic Book lllCitizens, we shall say to them in our tale, you are brothers, yet
God has framed you differently. Some of you have the power of command, and in the composition of these he has mingled gold, wherefore also they have the greatest honour; others he has made of silver, to be auxiliaries; others again who are to be husbandmen and craftsmen he has composed of brass and iron; and the species will generally be preserved in the children. But as all are of the same original stock, a golden parent will sometimes have a silver son, or a silver parent a golden son. [...]
Such is the tale; is there any possibility of making our citizens believe in it?
Not in the present generation, he replied; there is no way of accomplishing this; but their sons may be made to believe in the tale, and their sons' sons, and posterity after them.
... And those have been around for
thousands of years
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Ways of thinking
and practising
A major issue in vocational/ professional
education
Consider what light threshold concepts can
throw on them
...and implications for curriculum and
pedagogy
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This is the part I didn’t really get round to talking about, but in which some of your questions suggested interest, because it does get to the heart of the
matter.
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“The idea of threshold concepts carries an important pedagogical message:
where we can find likely threshold concepts, we would do well to organise learning around them …
[T]here is a cost, … but one generally worth paying. Threshold concepts are likely to be troublesome… Their reorganising power brings with it an
unfamiliarity that sometimes proves acute and off-putting.
You can’t re-balance the boat without rocking it.”Perkins D (2008) “Beyond Understanding” in R Land, J Meyer and J Smith (eds.)
Threshold Concepts within the Disciplines Rotterdam; Sense Publishers, 2008 p. 13
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“The idea of threshold concepts carries an important pedagogical message:
where we can find likely threshold concepts, we would do well to organise learning around them …
[T]here is a cost, … but one generally worth paying. Threshold concepts are likely to be troublesome… Their reorganising power brings with it an
unfamiliarity that sometimes proves acute and off-putting.
You can’t re-balance the boat without rocking it.”Perkins D (2008) “Beyond Understanding” in R Land, J Meyer and J Smith (eds.)
Threshold Concepts within the Disciplines Rotterdam; Sense Publishers, 2008 p. 13David Perkins puts his finger on the
issue.
In the current “quality” obsessed HE culture, and even more in the future with a consumerist
mentality among students, it is going to be more difficult to tolerate (let alone promote),
the uncertainty which goes with liminality.
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http://www.doceo.co.uk/lincoln/
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