Discourse as Basic Didactic Concept Drives the Construction of Quality of Teaching

Starting from the challenges of increased complexity and changing work profiles, this text proposes for universities the use of discursive procedures to replace the earlier paradigm of conveying “absolute truths”. Consequently, consensus generation has to be trained by suitable and supportive learning arrangements. This didactic orientation is explained using various examples from university and civil society. Finally, the negotiation-oriented and web-based learning suite “Surfing Global Change” is used as example to provide practical experience and monitoring of quality.

31.07.2007 | Gilbert Ahamer (Graz)