Erasmus School of Philosophy, Erasmus University Rotterdam, Rotterdam, The Netherlands.
Codarts Rotterdam, Rotterdam, The Netherlands.
Adv Health Sci Educ Theory Pract. 2019 Dec;24(5):971-979. doi: 10.1007/s10459-019-09927-z. Epub 2019 Oct 9.
Problem-based learning (PBL) is an innovative educational approach that dates back to the 1960s. However, the twenty-first century goal of sustainable education poses a challenge to PBL, especially as it relates to isolation. Here we discuss the underlying issue of isolation in three respects. First, the information-processing model of PBL depends on generalized skills, whereas real life problem-solving skills involve context-bound cognitive processes. Second, in all models of PBL, the focus on knowledge acquisition for a specific problem improves performance but separates education from the world at large. Third, the existing culture of measurement strengthens the aforementioned isolating effects. In response, we introduce a conceptual approach based on Hannah Arendt's technical notion of 'world'. We make suggestions to meet the criteria of sustainable education by reconnecting PBL to our shared world, and emphasizing a responsibility for this shared world.
基于问题的学习（PBL）是一种创新的教育方法，可以追溯到 20 世纪 60 年代。然而，可持续教育的 21 世纪目标对 PBL 提出了挑战，尤其是在隔离方面。在这里，我们从三个方面讨论了隔离的根本问题。首先，PBL 的信息处理模型依赖于一般技能，而现实生活中的问题解决技能则涉及到上下文相关的认知过程。其次，在 PBL 的所有模型中，对特定问题的知识获取的关注提高了表现，但将教育与整个世界隔离开来。第三，现有的衡量文化强化了上述的隔离效果。对此，我们引入了一种基于汉娜·阿伦特（Hannah Arendt）的“世界”技术概念的概念方法。我们提出了一些建议，通过将 PBL 重新连接到我们共同的世界，并强调对这个共同世界的责任，以满足可持续教育的标准。
