As well as our regular Reading Group, we also run a Research Lab, where those of the group who are interested in conducting their own research and writing on theories of pedagogy and higher education have the opportunity to experiment with, share, present and discuss their ideas and writing in an informal and collaborative setting.

Previous Presentations:

Caroline Baruah, ‘Methodologies of Emergence in Creative Practice’ (HEAT Lab 1.2, March 2015)

Schön argued that if universities are to really value other kinds of scholarship than the scholarship of discovery that underpins much university research, then they must find new ways of thinking about and valuing the knowledge inherent in the other forms of scholarship…

Steven Cranfield, ‘What happened when we discussed an unseen text?’ (HEAT Lab 1.1, December 2014)

The principle of organization, and the principle of development, in her work is an intense moral interest of her own in life that is in the first place a preoccupation with certain problems that life compels on her as personal ones. She is intelligent and serious enough to be able to impersonalise her moral tensions as she strives, in her art, to become more fully conscious of them, and to learn what, in the interests of life, she ought to do with them…

Paresh Kathrani, ‘It’s Good to be Square: The Kandinsky-fication of Law’ (HEAT Lab 1.2, March 2015)

This working paper is about legal pedagogy. It considers one approach that is often taken to the study of law. This method focuses on legal terms in abstract. Important concepts such as ‘foresight’, ‘reasonableness’ and ‘proximity’ are often defined and focussed on in and of themselves, without reference to their various vibrations or stratums. As such, when these terms are applied to facts or considered in essays, the analysis is often not as detailed or deep as it could be if there were an absorption in the wider sounds of the concepts. Silence sometimes abounds, when there ought to be noise…

Allan Parsons, ‘Difference: Disagreement, Dissensus, Disavowal’ (HEAT Lab 1.1, December 2014)

If characterised in terms of learning, knowing and the known, the dimension of habit, as that of custom, tradition and convention could be called ‘encoded knowledge’; the dimension of habitus, as that of technical and ensemble action, could be called ‘embodied knowledge’; while the dimension of habitat, as atmosphere, surround and environment, could be called ‘embedded knowledge’. What emerges from this triple contextualisation might be characterised as ‘enacted knowledge’ in the form of distinct spatio-temporal social practices…

Leigh Wilson, ‘Innovation, resistance and the new’ (HEAT Lab 1.1, December 2014)

The questions I’d like to set out this afternoon have been provoked by my involvement with the Learning Futures project which has been running in the university for just over 2 years, and is just about to come, as I am sure you’re all very aware, to its first milestone at the beginning of next year with the approval processes for the new degrees…

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