Workshops are known to be an alternative to pre-planned, frontal, monological, and hierarchical teaching formats. Having advanced to become an interdisciplinary format in the avant-garde milieu of the 1950s and 1960s, the workshop has since maintained its reputation as a horizontal, participatory, and collective learning model – which includes the idea of a practice of (self-)education independent of academic curricula.
Sabeth Buchmann (Sun,) studied this question.