ABSTRACT

This paper reports on teachers’ perspectives on preparing students for working with ‘wicked’ problems (Rittel and Webber [1973]. ‘Dilemmas in a General Theory of Planning.’ Policy Sciences 4 (2): 155–169.). These problems are complex, lack clear boundaries, and attempts to solve them – generally by bringing together multiple stakeholders with contrasting viewpoints – have unforeseen consequences. Examples include many of the most significant current global challenges. We conducted semi-structured interviews with twenty teachers who focused on wicked problems, and a comparison group of 15 . We used the theoretical lenses ‘ways of thinking and practising in the subject area’ (Anderson and Hounsell [2007]. ‘Knowledge Practices: ‘Doing the Subject’ in Undergraduate Courses.’ The Curriculum Journal 18 (4): 463–478. ) and ‘figured worlds’ (Holland et al. [1998]. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.) to frame our analysis. Our findings elaborate four key aspects of learning for wicked problems.

摘要

本文报告了教师对学生准备解决“棘手”问题的看法（Rittel 和 Webber [1973]。“规划一般理论中的困境”。政策科学 4 (2): 155–169。）。这些问题很复杂，缺乏明确的界限，解决这些问题的尝试——通常是将持不同观点的多个利益相关者聚集在一起——会产生不可预见的后果。例子包括当前许多最重大的全球挑战。我们对 20 名专注于棘手问题的老师和 15 名对照组进行了半结构化访谈。我们使用理论视角“学科领域的思维和实践方式”（Anderson 和 Hounsell [2007]。“知识实践：本科课程中的‘做学科’。”课程杂志18（4）：463-478。）和“图形世界”（Holland et al. [1998]。文化世界中的身份和代理。剑桥，马萨诸塞州：哈佛大学出版社。）来构建我们的分析。我们的研究结果阐述了学习解决棘手问题的四个关键方面。