Dramatising learning development: towards an understanding without definition

Authors

  • Jason Eyre De Montfort University
  • Tracy Slawson De Montfort University

DOI:

https://doi.org/10.47408/jldhe.v0i0.472

Keywords:

recognition scheme, professional development, philosophy, Gilles Deleuze

Abstract

As learning developers increasingly seek recognition of their practices as a coherent and shared approach to teaching and learning in higher education, the notion of a ‘definitive’ understanding of learning development may appear an appealing prospect, one that promises clarity in recognising, understanding and valuing learning development. However, attempts at definition should be approached with caution, as they can be founded upon assumptions that permit no scope for evolution or change. Drawing on the philosophical work of Gilles Deleuze (1967) and his concept of the virtual, this paper problematises the idea of there being a ‘clear and distinct’ definition of learning development, arguing instead for a ‘distinct and obscure’ concept of learning development open to creative evolution.  

Author Biographies

Jason Eyre, De Montfort University

Senior Lecturer in Learning Development

Tracy Slawson, De Montfort University

Senior Lecturer in Learning Development

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Published

31-10-2018

How to Cite

Eyre, J. and Slawson, T. (2018) “Dramatising learning development: towards an understanding without definition”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.472.