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Open Access From the Studio into the Field - 'Slow' Learning and Teaching in Context.

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This paper describes how context-based teaching could have a more pronounced strategic function in generating insights, i.e.learning, for students and practitioners. The discussion is based on six years' personal reflections from learning and teaching in the context of the Global South. The concept of slowness will be a core subject for this discussion, based on adult learning theories where environment conducive to learning is crucial, along with time for reflection and analysis. The underlying principle and approach of such learning experiences entails a shift in focus from what you do to how you do it. I put forward the four steps (based on Kolb's experiential learning cycle) as the main principle in my teaching in order to create a special kind of environment for students to reflect and thus gain insight from live projects. I conclude by examining this approach not only as a methodology in educating future practitioners, but also as a catalyst for personal, professional and social development.

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Keywords: CONTEXT-BASED TEACHING; PEDAGOGY; REFLECTIVE PRACTICE

Document Type: Research Article

Publication date: September 1, 2015

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