Enlight abstract
The seminars in academia emerged as a reaction against the long-standing tradition of lectures dominated by a monologue where the university lecturer talked and the students listened. To break this tradition, the seminar was introduced with the ambition to create a forum where dialogue and discussion were at the center. The ambition was further to create a context where participants could express "scientific experimental curiosity" and "Bildung" (Öberg, 2011, p. 55). Bildung can be understood as a desire and ambition to immerse oneself in an ongoing dialogue that encompasses an investigative approach. The dialogue occurs both between teachers and participants but also among the course participants themselves (Uljens, 2021). In a Swedish context, however, the goal for students has been to develop critical thinking (Öberg, 2011). Öberg (2011) points out that there is some skepticism regarding the seminars in that it can be difficult for beginners, both teachers and students, to understand and master the form and purpose of the seminar.
Against this backdrop we have studied the development of competencies and abilities by Swedish principals during one academic year, the last one of three in the national training program for principals. The method used was surveys on four different occasions during one academic year. Säljö (2010, 2014, 2021) argues that learning occurs in a sociocultural context where dialogue and communication are central. It happens through a reciprocal approach where one both speaks and listens in an ongoing interaction. In the study the results show two aspects: the participants state how they perceive the learning outcome during the seminars and they also reveal an interpretation of their own intellectual development during seminars. The open responses also show that the sociocultural context is of crucial importance for the principals. In the comments from the participants, the situated social practice emerges as a theme along with the sociocultural context. It is the situated social practice, which the seminar constitutes, that creates both a space and an opportunity for the course participants to test new and old ideas, to discuss, to reconsider arguments, to think again, and to think outside the box. Regardless of which ability or competence is developed, it happens together in an ongoing conversation and mutual listening, which enables the participants to achieve a dialogue that collectively leads to broadening their perspectives. According to Öberg (2011), this is the purpose of the seminar. The study shows that participants develop competencies and abilities that are general and desirable in relation to higher education during seminars (Öberg, 2011).
However, in the responses of the surveys the participants have not mentioned any of the perspectives addressed in the conference theme. In order to spark a conversation, we would therefore like to present a case, based on the study and our experience of teaching in higher education, which can be used in order to create a conversation focusing on the development of the teaching and learning during the seminars in higher education. There are two aspects we would like to discuss:
How can teaching in higher education develop in order to have a focus on playful and creative teaching methods during seminars?How can teaching in higher education develop in order to have a focus on promoting spontaneity and open-ended conversations?
2025.