Transdisciplinarity, Self-Help and the Creation of Learning Communities

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Through a case-study of a course taught in the Department of American Literature at Başkent University, Ankara, this article argues that it is possible to acquire trandisciplinary learning based on the acquisition of abilities rather than knowledge. To achieve this, we need to rethink the way curricula are planned, as well as how courses are taught; rather than relying on the traditional hierarchical educator/ learner model, we ought to think more about collaborative learning, in which educators and learners alike are responsible for planning, teaching and evaluating a course. In transdisciplinary learning, various kinds of material can be brought in; this article shows how self-help literature was used to shape educators’ and learners’ judgments on American literary texts, as well as develop their shared sense of self-confidence to express themselves. While the case-study restricts itself to one course, the article suggests that this kind of model could be introduced in any program of study, irrespective of discipline.

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transdisciplinarity , learning community , collaboration , self , belief , reflection

Başkent University Journal Of Education

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Başkent University Journal Of Education