Enhancing integrated learning in higher education: affective and psycho-social dimensions of creative learning

Re-examinations of knowledge, learning and learners are increasing as part of moves to evaluate the goals of 21st century university education in a world of increasing complexity and uncertainty. Interest in integrated learning and transdisciplinary approaches signify that contemporary education is shifting its focus to how to think and shifting beyond disciplines to transdisciplinary approaches in order to do this. To further develop such approaches, a fuller understanding of the affective dimensions of pedagogical practice is needed. This includes attention to affective, psycho-social aspects. This conceptual paper draws attention to this using the example of creative arts studio learning, a model of increasing interest across disciplines. Five themes are identified and discussed. A key idea to emerge is that affective, psycho-social dimensions resonate at a critical level within the highly relational, dialogically based studio learning experience and are vital to efforts of integrative learning that seek to draw on the strengths of creative arts pedagogies to fulfil the multiple purposes of contemporary, transdisciplinary higher education.

Published abstract reprinted by permission of the copyright owner. Show less