An ontological turn for higher education

Dall'Alba, Gloria and Barnacle, Robyn (2007) An ontological turn for higher education. Studies In Higher Education, 32 6: 679-691. doi:10.1080/03075070701685130

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Author Dall'Alba, Gloria
Barnacle, Robyn
Title An ontological turn for higher education
Journal name Studies In Higher Education   Check publisher's open access policy
ISSN 0307-5079
Publication date 2007
Sub-type Article (original research)
DOI 10.1080/03075070701685130
Open Access Status File (Author Post-print)
Volume 32
Issue 6
Start page 679
End page 691
Total pages 13
Place of publication Abingdon
Publisher Routledge
Collection year 2008
Language eng
Subject C1
330102 History and Philosophy of Education
740301 Higher education
Abstract In this article, the implications of foregrounding ontology for teaching and learning in higher education are explored. In conventional approaches to higher education programmes, ontology has tended to be subordinated to epistemological concerns. This has meant the flourishing of notions such as the transfer and acquisition of knowledge and skills, either generic or discipline-specific. The authors challenge this emphasis on what students acquire through education by foregrounding instead the question of who they become. They do this through a theoretical/conceptual exploration of an approach to learning that undermines a narrow focus on the intellect by promoting the integration of knowing, acting and being.
Keyword Education & Educational Research
Professional Practice
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 73 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 86 times in Scopus Article | Citations
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Created: Mon, 18 Feb 2008, 15:33:24 EST