This article illustrates how improvisation enables deeper learning in interdisciplinary education, suggesting a new philosophical framework.
In philosophy of education, improvisation is thought of as something the teacher does to improve their teaching or an activity the student does to improve their learning. However, in the light of Catherine Malabou's philosophy of plasticity and ethnomusicological theory, improvisation in education should more rightly be thought of as an ontological feature of education. This article illustrates this with examples from research on interdisciplinary education within the framework of ‘academic hospitality’.
No takes yet. Share an insight, caveat, or question.
Kjetil Horn Hogstad (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: