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Lonergan's insight and threshold concepts: students in the liminal space

Heading, David; Loughlin, Eleanor

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Authors

David Heading

Eleanor Loughlin



Abstract

Threshold concepts are a widely used idea, particularly in curriculum design and evaluation of student learning. However they can be criticised as being hard to identify, vague and teacher imposed. Using the cognitive theory of Bernard Lonergan we argue that his epistemology enables us to reframe threshold concepts by adding a learner focussed understanding. We extend this to include considerations of liminality and ‘stuckness’, as well as the multiple paths to the threshold learners may take. Adding an understanding of cognitive process to the idea of threshold concepts also enables us to understand how they can be identified in disparate subjects.

Citation

Heading, D., & Loughlin, E. (2018). Lonergan's insight and threshold concepts: students in the liminal space. Teaching in Higher Education, 23(6), 657-667. https://doi.org/10.1080/13562517.2017.1414792

Journal Article Type Article
Acceptance Date Nov 5, 2017
Online Publication Date Dec 18, 2017
Publication Date Aug 18, 2018
Deposit Date Jan 29, 2018
Publicly Available Date Jan 29, 2018
Journal Teaching in Higher Education
Print ISSN 1356-2517
Electronic ISSN 1470-1294
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 23
Issue 6
Pages 657-667
DOI https://doi.org/10.1080/13562517.2017.1414792

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