3. Learning to Innovate in Higher Education Through Deep Wonder
Abstract
Humanities and liberal art are called for in science and innovation. The fast development in Artificial Intelligence, Biotechnology, etc. demands a new kind of “Responsible Innovation”. How do we in higher education teaching work with ethical, existential, philosophical and even metaphysical questions concerning what a human being and a good life is? In this article the focus will be on learning to innovate through nurturing teaching practices for deep wonder among students and teachers. By taking up Ronald Barnett’s notion of a ‘Metaphysical University” and his description of the Three Voices in university teaching (the Voices of Skill, Knowledge and Being), and by elaborating on the Phenomenology of Wonder and what I call “delicate problems” in contrast to “wicked problems”—this article suggested a model for a Four Voiced Approach to innovation in higher education. The Fourth Voice being the Voice of Ethical Callings.
Humanities and liberal art are called for in science and innovation. The fast development in Artificial Intelligence, Biotechnology, etc. demands a new kind of “Responsible Innovation”. How do we in higher education teaching work with ethical, existential, philosophical and even metaphysical questions concerning what a human being and a good life is? In this article the focus will be on learning to innovate through nurturing teaching practices for deep wonder among students and teachers. By taking up Ronald Barnett’s notion of a ‘Metaphysical University” and his description of the Three Voices in university teaching (the Voices of Skill, Knowledge and Being), and by elaborating on the Phenomenology of Wonder and what I call “delicate problems” in contrast to “wicked problems”—this article suggested a model for a Four Voiced Approach to innovation in higher education. The Fourth Voice being the Voice of Ethical Callings.
Keywords: delicate problems; metaphysical university; phenomenology of wonder; responsible innovation; wicked problems
Document Type: Research Article
Publication date: January 1, 2019
- Philosophy and Theory in Higher Education is an international refereed scholarly journal committed to advancing understanding of the role(s) and purpose(s) of higher education. The journal strives to be inclusive in scope, addressing topics and issues of significance to a wide range of scholars and practitioners concerned with the relationship between higher education and society. Rigorous submissions informed by diverse philosophical and theoretical orientations, including, but not limited to, critical theory, existentialism, feminism, queer theory, post-colonialism, Marxism, liberalism, poststructuralism, postmodernism, and posthumanism will be welcomed. PTIHE aims to stimulate critical analyses of policy and practice in higher education, with an emphasis on inter-disciplinarity and international perspectives. The content will be primarily philosophical and theoretically-based research papers. Analytical papers that reflect on empirical projects will also be featured in the journal. Short responses to previous articles as well as essay reviews of new works in the field will be considered to promote ongoing critical dialogue within the journal. Proposals for special issues, with thematically linked papers, are encouraged.
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