Places of Learning: A Discussion of Radcliffe’s Framework for Learning Spaces in Light of Merleau-Ponty’s Phenomenology
Abstract
This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example.
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Keywords:
phenomenology, hybrid learning spaces, cross-campus teaching and learning
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Copyright (c) 2024 Veruska De Caro-Barek, Dag Atle Lysne, Robin Støckert, Ole K. Solbjørg, Kari Anne Flem Røren
This work is licensed under a Creative Commons Attribution 4.0 International License.