International Journal of Peace, Education and Development
Year : 2013, Volume : 1, Issue : 1
First page : ( 19) Last page : ( 24)
Print ISSN : 2321-9807.

Finding a Unified Field Theory for Instruction: Utilizing Case Studies to Engage Deeper Learning About Complex Issues

Timpson William M., Alandejani Jehan, Aragon Antonette, Holman Debra Kaye

Colorado State University, USA. Email: william.timpson@colostate.edu

Paper no: 4

Abstract

Einstein spent much of his adult life pursuing a unified field theory that could explain the complexities of the physical universe. Case studies represent an interface with the world that can provide meaning for academic studies too often constrained by reductionist curricular objectives that focus on what can be tested in standardized formats. As such case studies offer one avenue to a “unified instructional field theory” that embraces the complexities of higher level learning within a consciously sophisticated approach to teaching. In his seminal work, The Structure of Scientific Revolutions, Thomas Kuhn (2012) noted how old paradigm promotes “increasingly rigid” thinking (64). William Perry (1999), in turn, argued for a focus on learning in postsecondary education, in particular, that would help students handle increasing levels of complexity and ambiguity and embrace what Ramsden (1992) referred to as “deeper levels of learning.” The themes that emerged in this study of case study applications offers testimony to the higher order thinking we want in college, university, and high school classrooms, especially when focusing on controversial topics like peace, conflict resolution, and reconciliation.

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Keywords

Physical Universe, Sophisticate, Structure, Revolution.

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