Beschreibung

Inner development has become a central topic within education and professional learning, yet evidence-informed approaches to systematically implement and foster inner development are scarce. This book suggests self-inquiry-based learning as a pedagogy to foster inner development. Grounded in phenomenological and educational theory and informed by research on conditions for successful learning, self-inquiry-based learning approaches inner development as a process of reflective engagement with lived experience. Alongside conceptual analysis, the book offers hands-on guidance, illustrative examples, and practical considerations for applying this approach in higher education and related learning contexts.

In response to growing global challenges and mounting pressure on education to address them, recent years have seen a pronounced inward turn in educational discourse. Increasing attention is directed toward inner development and intrapersonal capacities as potential foundations for engaging with complexity, uncertainty, and societal transformation. While initiatives such as the Inner Development Goals have contributed to mainstreaming this agenda, the concept of inner development remains theoretically diffuse, normatively loaded, and weakly grounded in educational theory.This book offers a critical and constructive examination of inner development as an educational concern, with a particular focus on higher education. It argues that prevailing approaches often fall short of providing a coherent conceptual, theoretical, and pedagogical basis for fostering inner development in ways that are educationally legitimate, empirically informed, and ethically defensible. In response, the book proposes self-inquiry-based learning as a pedagogical orientation for engaging with inner development.

The author:
Dr. Pascal Frank, assistant professor, Wageningen University and Research, Netherlands

The subject:
Education

Zusätzliche Information

Autor*innen

Pascal Frank

alle Publikationen anzeigen

Schlagwörter

education, education for sustainable education, higher education, inner development, inner development goals, intrapersonal sustainability competence, learning, phenomenological education, self-inquiry-based learning, sustainability, sustainability education