Overview
- This volume draws attention to the application of the Threshold Concepts Framework to the world of professional practice
- It significantly extends the theoretical range and the empirical basis of the original Threshold Concepts Framework by introducing new theoretical perspectives and directions, such as troublesome affect, Einstellung effect, Integrated Threshold Concept Knowledge (ITCK), ambivalence and hybridity
- This volume substantially extends Threshold Concepts scholarship from its origins in undergraduate education into the postgraduate domain, with systematic inquiry into the doctoral journey
Part of the book series: Educational Futures (EDUFUT)
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Table of contents (24 chapters)
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Front Matter
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Negotiating Liminality
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Front Matter
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Threshold Concepts and Interdisciplinarity
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Front Matter
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The Doctoral Journey
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Front Matter
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Threshold Concepts in Professional Practice
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Front Matter
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Keywords
About this book
In any discipline, there are certain concepts – the ‘jewels in the curriculum’ – whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view.
These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learnerin a ‘liminal’ state of transition, a ‘betwixt and between’ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts.
This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education.
Cover image: Detail from ‘Eve offering the apple to Adam in the Garden of Eden and the serpent’ c.1520–25. Lucas Cranach the Elder (1472–1553). Bridgeman Images. All rights reserved.
Editors and Affiliations
Bibliographic Information
Book Title: Threshold Concepts in Practice
Editors: Ray Land, Jan H. F. Meyer, Michael T. Flanagan
Series Title: Educational Futures
DOI: https://doi.org/10.1007/978-94-6300-512-8
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 2016
eBook ISBN: 978-94-6300-512-8Published: 09 July 2016
Series ISSN: 2214-9864
Series E-ISSN: 2214-9872
Edition Number: 1
Number of Pages: XXXVI, 362
Topics: Education, general