UNIVERSITY TEACHING AS A SERMON RITUAL ‐‐ A FIELD STUDY

Abstract

This paper describes an investigation of the teaching in all available classes at the Institute of Psychology of the University of Aarhus. Classes were observed for pedagogical structuring and interaction. The students and the teachers filled out separate questionnaires concerning their backgrounds, their study activities, their attitudes, their morale, and their experience of and activities in the teaching process, as well as an evaluation of their teaching and its outcome.

In addition to a substantial drop‐out rate, there was a striking absence of students in classes, a moderate rate of participation, and an equally moderate amount of study activity on the part of the students. The teaching activities were uniform and predictable; the social interaction involved has a sermon ‐‐ like character; the investment, satisfaction, and benefits to the students were reduced. A deeper understanding of the phenomenon is sought through an analysis of organizational patterns and interests (antagonistic or colliding) at three systemic levels. The meta‐learning or hidden curriculum of the teaching seems to be one of fulfilling latent goals or functions that might have invalidating consequences for the qualification process.