Out of the ordinary: recapturing the liberal traditions of a university education through field courses

Abstract

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.

Notes

1. Robyn Anderson took the role of coordinating editor while she was a Research Fellow in the Higher Education Development Centre at the University of Otago.