Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots 

Abstract

The idea of phenomenon-based learning (PhBL) was introduced into the Finnish core curriculum for basic education in 2014. The Finnish approach has raised interest in many other countries. In Finland, the idea of PhBL is often linked to the traditions of educational psychology, constructivism, problem-based learning (PBL) and inquiry-based learning (IBL). However, philosophical approaches like phenomenology, existentialism, and the tradition of Bildung have also influenced Finnish school development. Drawing on this complexity of philosophical and scholarly developments, we argue that the inherent ideas of PhBL are neither new, nor is it surprising that they have re-appeared as PhBL in the Finnish context. With PhBL’s holistic approach, the focus on collaboration and reciprocal responsibility represents a promising practice for education in a world that is facing complex challenges. Still, despite its strong roots in several philosophical traditions, like in many other countries, Finnish educational policy development has been strongly influenced by the growing demands for measurability and accountability and increasingly struggling with atomisation of knowledge and skills. These specific national developments in Finland can raise awareness for similar challenges relevant in other contexts than the Finnish.

Keywords:

• Bildung
• cross-disciplinary education
• curriculum development
• Didaktik
• Finnish education, phenomenon
• phenomenon-based learning
• sustainability

REVIEWING EDITOR:

• John Chiang, Communication and Media, State University of New York, New York, USA

SUBJECTS:

• History of Education
• Philosophy of Education
• Theories of Learning
• Theory of Education
• Curriculum Studies
• Education Policy & Politics

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study is part of a project funded by The Swedish Cultural Foundation in Finland. The open access was funded by the Helsinki University Library.

Notes on contributors

Birgit Schaffar

Birgit Schaffar is Doctor of Education and Associate Professor in philosophy of education. She works as a university lecturer in general didactics at the Faculty of Educational Sciences at the University of Helsinki, Finland. Her research concerns philosophical and ethical questions in education. She has published on the topic of educational relationship, on the role of higher and vocational education, the didactics of philosophy, and on methodological and basic conceptual educational questions. Schaffar is a member of the research project ‘SveaSus: Sustainable World Heritage Learning through a Phenomenon-based Approach’.

Lili-Ann Wolff

Lili-Ann Wolff is Doctor of Education and Associate Professor in environmental education at the Faculty of Educational Sciences at the University of Helsinki, Finland. Her research includes sustainability education from transdisciplinary and critical views combining education, philosophy, philosophy of science, and science didactics. Wolff is an active author and editor with many articles and book chapters in international publications.  Wolff is PI of the research project ‘SveaSus: Sustainable World Heritage Learning through a Phenomenon-based Approach’.