EDITORS’ PREFACECousin, G. (2009). Threshold Concepts. Video webcast, Central Queensl<strong>and</strong> University. Availablefrom: http://onlinemedia.cqu.edu.au/media_request.htm?file=cqu/staff/asdu/interviews/2009_g_cousin&formats=3.Cross, N. (1992). Research in Design Thinking. In N. Cross, K. Dorst, Roozenbury (Eds.), Research indesign thinking. Delft University Press.Cross, P. (1999). What do we know about students’ <strong>learning</strong> <strong>and</strong> how do we know it? Innovative HigherEducation, 23(4), 255–270.Davies, P. (2006). Threshold <strong>concepts</strong>: how can we recognize them? In J. H. F. Meyer & R. L<strong>and</strong> (Eds.),Overcoming barriers to student underst<strong>and</strong>ing: Threshold <strong>concepts</strong> <strong>and</strong> troublesome knowledge(pp. 70–84). New York, NY: Routledge.Feuerstein, R., R<strong>and</strong>, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment. University ParkPress.Heidegger, M. (1927). Being <strong>and</strong> Time. Tubingen: Max Niemeyer Verlag.Kegan, R. (1982). The evolving self: Problem <strong>and</strong> process in human development. Cambridge, MA:Harvard University Press.Kelly, R., & Crainton, P. (2009, January 19). Transformative Learning: Q&A with Patricia Cranton.Faculty Focus. Available at: http://www.facultyfocus.com/articles/instructional-design/transformative<strong>learning</strong>-qa-with-patricia-cranton/L<strong>and</strong>, R., Cousin, G., Meyer, J. H. F., & Davies, P. (2005). Threshold <strong>concepts</strong> <strong>and</strong> troublesomeknowledge (3): implications for course design <strong>and</strong> evaluation. In C. Rust (Ed.), Improving StudentLearning 12 — Diversity <strong>and</strong> Inclusivity (pp. 53–64). Oxford, UK: Oxford Brookes University.Lucas, U., & Mladenovic, R. (2006). Developing New ‘World Views’: Threshold <strong>concepts</strong> inintroductory accounting. In J. H. F. Meyer & R. L<strong>and</strong> (Eds.), Overcoming Barriers to StudentUnderst<strong>and</strong>ing: Threshold Concepts <strong>and</strong> Troublesome Knowledge (pp. 148–159). Oxford, UK:Routledge.Marton, F. (2009). Personal communication to the Steering Committee of the Australian Learning <strong>and</strong>Teaching Council Project: A <strong>threshold</strong> <strong>concepts</strong> focus to curriculum design: supporting student<strong>learning</strong> through application of variation theory. EARLI 2009 Conference, 25 August, FreeUniversity, Amsterdam.Marton, F., & Booth, S. (1997). Learning <strong>and</strong> awareness. Mahwah, NJ: Lawrence Erlbaum Associates.Meyer, J., & Boulton-Lewis, G. (1997). Variation in students’ conceptions of <strong>learning</strong>: An explorationof cultural <strong>and</strong> discipline effects. Research <strong>and</strong> Development in Higher Education, 20, 481–487.Meyer, J. H. F., & L<strong>and</strong>, R. (Eds.). (2006). Overcoming Barriers to Student Underst<strong>and</strong>ing: ThresholdConcepts <strong>and</strong> Troublesome Knowledge. London: Routledge.Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–109.Mezirow, J. (1990). How critical reflection triggers transformative <strong>learning</strong>. In J. Mezirow & associates(Eds.), Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.Mezirow, J. (1994). Underst<strong>and</strong>ing transformation theory. Adult Education Quarterly, 44(4), 222–232.Mezirow, J. (1995). Transformation Theory of Adult Learning. In M. R. Welton (Ed.), In Defense of theLifeworld (pp. 39–70). New York: SUNY Press.Nin, A. (1971). The Diary of Anais Nin 1944–1947. London: Harcourt.O’Sullivan, E. V., Morrell, A., & O’Connor, M. A. (2002). Exp<strong>and</strong>ing the boundaries of transformative<strong>learning</strong>: Essays on theory <strong>and</strong> praxis. New York: Palgrave.Pang, M., & Marton, F. (2005). Learning theory as teaching resource: enhancing students’ underst<strong>and</strong>ingof economic <strong>concepts</strong>. Instructional Science, 33(2), 159–191.Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57, 6–11.Perkins, D. N. (2006). Constructivism <strong>and</strong> troublesome knowledge. In J. H. F. Meyer & R. L<strong>and</strong> (Eds.),Overcoming barriers to student underst<strong>and</strong>ing: <strong>threshold</strong> <strong>concepts</strong> <strong>and</strong> troublesome knowledge.Oxford, UK: Routledge, 33–47.Schulte, C., & Knobelsdorf, M. (2007). Attitudes towards computer science-computing experiences as astarting point <strong>and</strong> barrier to computer science. In Proceedings of the Third International Workshopon Computing Education Research (ICER ‘07), 27–38. Atlanta, Georgia, USA.xli
LAND ET ALSegal, S. (1999). The Existential Conditions of Explicitness: an Heideggerian perspective. Studies inContinuing Education, 21(1) 73–89.Solnit, R. (2006). A Field Guide to Getting Lost. Edinburgh, UK: Canongate.Torosyan, Roben. (2000). Encouraging Consciousness Development in the College Classroom throughStudent-Centred Transformative Teaching <strong>and</strong> Learning. Unpublished PhD. New York: ColumbiaUniversity.Tovey, M. (1984, October). Designing with both halves of the brain. In Design Studies (Vol. 5, Issue 4,pp. 219–228). Elsevier.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole Ed.).Cambridge, MA: Harvard University Press.Wallace, K. (1992). Some Observations on Design Thinking. In N. Cross, K. Dorst, Roozenbury (Eds.),Research in design thinking. Delft University Press.Wineberg, S. (2001). Historical thinking <strong>and</strong> other unnatural acts: Charting the future of teaching thepast. Philadelphia: Temple University Press.Ray L<strong>and</strong>, Jan Meyer <strong>and</strong> Caroline BaillieGlasgow, Durham <strong>and</strong> Perth WAOctober 2009.xlii
- Page 1 and 2: EDUCATIONAL FUTURES: RETHINKING THE
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- Page 7 and 8: TABLE OF CONTENTS10. Threshold Conc
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- Page 11 and 12: LAND ET ALstudents experience diffi
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- Page 15 and 16: LAND ET AL(Barker, 1991, p.184). Th
- Page 17 and 18: LAND ET ALvariations arising from t
- Page 19 and 20: LAND ET ALform of a model of concep
- Page 21 and 22: LAND ET ALQuestions of intersection
- Page 24 and 25: EDITORS’ PREFACEstudents bring to
- Page 26 and 27: EDITORS’ PREFACEconcepts in the f
- Page 28 and 29: EDITORS’ PREFACEIn the final illu
- Page 30 and 31: EDITORS’ PREFACEhence becomes a n
- Page 32 and 33: EDITORS’ PREFACElearning. This th
- Page 34 and 35: EDITORS’ PREFACEa lens or ‘way
- Page 36 and 37: EDITORS’ PREFACEHence learning is
- Page 38 and 39: EDITORS’ PREFACEthe Communitas, w
- Page 40 and 41: EDITORS’ PREFACEBuilding on these
- Page 44 and 45: DAVID PERKINSFOREWORDEntrance…and
- Page 46: FOREWORDMeyer, J.H.F., Land, R. & D
- Page 50 and 51: JULIE A. TIMMERMANS1. CHANGING OUR
- Page 52 and 53: CHANGING OUR MINDSKegan’s (1982)
- Page 54 and 55: CHANGING OUR MINDSKegan describes e
- Page 56 and 57: CHANGING OUR MINDSIn fact, Kegan an
- Page 58 and 59: CHANGING OUR MINDSat the epistemolo
- Page 60 and 61: CHANGING OUR MINDSMight a learner r
- Page 62 and 63: CHANGING OUR MINDSreveals an additi
- Page 64 and 65: CHANGING OUR MINDSBendixen, L. D.,
- Page 66: CHANGING OUR MINDSSibbett, C., & Th
- Page 69 and 70: SCHWARTZMANScholarship in liminalit
- Page 71 and 72: SCHWARTZMANTC: the entityThe term T
- Page 73 and 74: SCHWARTZMANA resource for teaching
- Page 75 and 76: SCHWARTZMANunprecedented to attract
- Page 77 and 78: SCHWARTZMANspectrum of scholarship
- Page 79 and 80: SCHWARTZMANrupture and phenomenolog
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- Page 83 and 84: SCHWARTZMAN36DATA: PARTICULARS GIVI
- Page 85 and 86: SCHWARTZMANchallenge than interpret
- Page 87 and 88: SCHWARTZMANStrategies for Teaching:
- Page 89 and 90: SCHWARTZMANThey are redefined here
- Page 91: SCHWARTZMANLoder, J. (1981). The tr
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