There is currently an over‐emphasis on the economic aims of higher education at the expense of the aims of personal and social transformation. This article proposes a specific approach to integrating educational aims. It draws on the works of Jürgen Habermas and Martha Nussbaum to conceptualise integrative learning as a simultaneous focus on self, others and society. A small‐scale case study of five lecturers from different disciplines is employed to explore the value of the conceptual framework by illustrating variation in how integrative learning is understood and practised in contemporary pedagogical conditions.
No takes yet. Share an insight, caveat, or question.
Booth et al. (2009) studied this question.