Problem-based learning (PBL) is an innovative educational approach that dates back to the 1960s. However, the twenty-frst century goal of sustainable education poses a challenge to PBL, especially as it relates to isolation. Here we discuss the underlying issue of isolation in three respects. First, the information-processing model of PBL depends on generalized skills, whereas real life problem-solving skills involve context-bound cognitive processes. Second, in all models of PBL, the focus on knowledge acquisition for a specifc problem improves performance but separates education from the world at large. Third, the existing culture of measurement strengthens the aforementioned isolating efects. In response, we introduce a conceptual approach based on Hannah Arendt’s technical notion of ‘world’. We make suggestions to meet the criteria of sustainable education by recon

Additional Metadata
Keywords Problem-based learning · Problem of isolation · Sustainable education ·, Responsibility for shared world · Hannah Arendt
Persistent URL hdl.handle.net/1765/120069
Journal Advances in Health Sciences Education
Citation
Noordegraaf-Eelens, L.H.J, Kloeg, J., & Noordzij, G. (2019). PBL and Sustainable Education: adressing the Problem of Isalation. Advances in Health Sciences Education. Retrieved from http://hdl.handle.net/1765/120069