Goethean pedagogy A case in innovative science education and implications for work based learning

Abstract

Purpose The purpose here is to highl ight the profound learning associated with the Goethean methodology in the Holistic Science MSc at Schumacher College, Devon, U.K. This is prese n t ed as a case study in profound pedagogy and as an exploration of the implications for workplace learning. Some c omparison s are also made with reflective practice . Design/ methodology/ approach Background is provided on Goethe’s ‘ way of science ’ and Barfield’s ‘participation’ . S tudents were also interviewed about their learning and reflect on their experiences an d challenges in learning the Goethean methodology, particularly regarding perceptions and participation, on their altered modes of thinking and feelings about learning, as well as on an ‘immediate’ , corporeal and potentially co - operative mode of knowing in a ‘community of practice’, which can be extrapolated to the workplace. Findings The profound ness of the student experience and personal transformation presented in the interviews reveals that Goethean methodology has a place alongside the more specific analytical knowledge focu s of Universities. Wh ile t he method has challenges in reconciling existing modes of knowing with the new approach, the students are able to see and intuit the wholeness and 2 dynamism of phenomena more easily , and t hey gain a differe nt perspective and learn to participate more full y in the world . Individuality/ value The article asks that this template for educational practice be considered more widely relevant to today’s educational landscape in better providing skills and prepa ring students for the workplace in a world of ‘super - complexity’.