Interiors of pedagogy

Abstract

In this text, I have elaborated my thoughts on some of the contemporary challenges in higher education and how they relate to teaching and learning within the discipline of the interiors. I see the field of interiors deeply rooted in multisensory ways of knowing. The predominant condition of the discipline in my view is a certain persistence towards ambiguity, towards a professional and creative field that is in constant state of being in-between and becoming. I have also elaborated that the embedded approach in education cannot fall under a specific theory of learning, but rather celebrate the diversity of activities in teaching and learning that go beyond singular didactics. I have structured the text around three case examples of different pedagogical situations in order to reflect on various teaching and learning conditions within interiors education. The examples wish to buttress the necessity for holistic discourse for comprehending the pedagogy of interiors, that span from encountering of an individual to curriculum development. I wish to draw attention to the potential in the discipline of interiors itself, that may embed inherent pedagogical qualities as abilities for shared approaches towards the uncertain; Interiors of pedagogy. Thus, arguing that the practice of interiors may leap far beyond vocational didactics as an active agent continuously defining its own way of learning. The text wishes to contribute further discussion on how to approach and find ways of knowing and learning in interiors. This hopefully springs debate around professional practice and pedagogy in higher education.