"Bisociation" of Artistic and Academic Approaches in Problem-Based Projects

Autor/in	Heinrich, Falk
Titel	"Bisociation" of Artistic and Academic Approaches in Problem-Based Projects
Quelle	In: Journal of Problem Based Learning in Higher Education, 6 (2018) 1, S.88-105 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Problem Based Learning; Higher Education; Undergraduate Students; Bachelors Degrees; Student Projects; Cooperative Learning; Creativity; Learning Theories; Foreign Countries; Problem Solving; Art Education; Interdisciplinary Approach; Associative Learning; Denmark + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Bachelor''s degrees'; Bachelor-Studiengang; Schulprojekt; Kooperatives Lernen; Kreativität; Learning theory; Lerntheorie; Ausland; Problemlösen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Dänemark
Abstract	The article presents a theoretical elaboration of the potential relationship between the academic and artistic approaches within a problem-based educational setting. The investigation is based on Koestler's idea of the "bisociation" (blending) of dissimilar thinking and action matrices as the foundational mechanism of human creation in academic discovering, artistic creation, and humour, respectively. On the basis of my own experiences with higher education pedagogy exemplified by a concrete workshop held with students from two different educational programmes at Aalborg University, the article investigates the bisociation of artistic and academic matrices and codes by scrutinising how these apparent incompatibilities could be functions of a blending mechanism. The article proposes that the bisociation of the artistic and academic approaches should be understood as mutual inscriptions leading to an emphasised correspondence between academic abstractions and associative-emotional experiences leading to an increase in complexity, specifically, a multifaceted understanding including an emotional perception of today's societal challenges. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01