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Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: The target article advocates the use of conversational heterarchical curriculum design as part of the process of decolonisation in South African universities. A stated objective is to reduce the amount of abstraction in the syllabus. I discuss whether the reduction of abstraction is an appropriate aim of decolonisation, considering some of the potential consequences and questioning whether a less abstract teaching style would be advisable in practical terms and compatible with students’ values.
Pierce B. (2018) Is the reduction of abstraction in the syllabus an appropriate aim of decolonisation? Constructivist Foundations 13(3): 327–329. http://constructivist.info/13/3/327
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