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- W100745035 abstract "This paper is a critique of problem-based learning and focuses on, first, the concept of life as problem-governed and professional practice as problem-solving; and, second, the utility of problem-based learning as a pedagogical approach in pre-professional training. The paper suggests that a problem-based approach to professional education is ontologically narrow and epistemologically inconsistent with the lived nature of professional practice. Problem-based professional practice is seen as supporting the professional role as the rightful epistemic authority, thus perpetuating a class of professional elite who dominate social order and knowledge. The paper also suggests that problem-based practice and problem-based learning presume the possibility of a detached knower, separate from time, place, social position, body, gender, and interpersonal relations and thus the perspectives, intentions, and priorities of the individual are excluded by the pressure for a productive solution. Several questions regarding problem case examples are raised: who produces the cases and what inclusion and exclusion criteria are used; whether pre-framed questions allow student professionals to frame their own experiences; and whether a problem case can authentically represent human experience. (Contains 36 references.) (JLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** A Critical Investigation of the Problems with Problem-Based Learning by Tara J. Fenwick and Jim Parsons Tara Fenwick is an Assistant Professor in the Department of Education, St. Francis Xavier University, Antigonish, Nova Scotia. Jim Parsons is a Professor in the Department of Secondary Education, University of Alberta, Edmonton, Alberta." @default.
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- W100745035 title "A Critical Investigation of the Problems with Problem-Based Learning." @default.
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