Conceptualising Curricular Space in Busyness Education: An Aesthetic Approximation

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    This article outlines a conceptual framework for conceptualising students’ experiences of curricular space from an aesthetic perspective. The curriculum is conceived as a three-dimensional, aesthetic artefact that elicits sensory responses and judgements about meaning that can impact learning. Space is conceived in terms of three dimensions that may either be produced or foreclosed by curricular structures and content: time-space dimension, autonomy dimension, reflective dimension and cognitive dimension. Together, these spaces enable imaginative space, which is important for innovative and creative thinking. The Japanese concept of ma is proposed as a fruitful way of thinking about space in curricula not as wasteful, inefficient or a mere void to be filled but as the element that enables learning to result from exposing students to structures and content
    This article outlines a conceptual framework for conceptualising students’ experiences of curricular space from an aesthetic perspective. The curriculum is conceived as a three-dimensional, aesthetic artefact that elicits sensory responses and judgements about meaning that can impact learning. Space is conceived in terms of three dimensions that may either be produced or foreclosed by curricular structures and content: time-space dimension, autonomy dimension, reflective dimension and cognitive dimension. Together, these spaces enable imaginative space, which is important for innovative and creative thinking. The Japanese concept of ma is proposed as a fruitful way of thinking about space in curricula not as wasteful, inefficient or a mere void to be filled but as the element that enables learning to result from exposing students to structures and content
    LanguageEnglish
    JournalManagement Learning
    Volume47
    Issue number2
    Pages117-136
    Number of pages20
    ISSN1350-5076
    DOIs
    StatePublished - Apr 2016

    Cite this

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    abstract = "This article outlines a conceptual framework for conceptualising students’ experiences of curricular space from an aesthetic perspective. The curriculum is conceived as a three-dimensional, aesthetic artefact that elicits sensory responses and judgements about meaning that can impact learning. Space is conceived in terms of three dimensions that may either be produced or foreclosed by curricular structures and content: time-space dimension, autonomy dimension, reflective dimension and cognitive dimension. Together, these spaces enable imaginative space, which is important for innovative and creative thinking. The Japanese concept of ma is proposed as a fruitful way of thinking about space in curricula not as wasteful, inefficient or a mere void to be filled but as the element that enables learning to result from exposing students to structures and content",
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    Conceptualising Curricular Space in Busyness Education : An Aesthetic Approximation. / Blasco, Maribel.

    In: Management Learning, Vol. 47, No. 2, 04.2016, p. 117-136.

    Research output: Contribution to journalJournal articleResearchpeer-review

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