Program

6 November: Dwelling in thinking, reading, listening - PhD seminar - participants only

10:00 – 15:30 During the first day we will dwell in core aspects of the research process through participation in thinking, reading, listening. You will get a detailed programme on the day.

Evening - we will organise a get-together 

7 November: Meeting in the projects - PhD seminar - participants only 

09:00 – 09:30 Reconnecting and reflecting on day one
09:30 – 12:00 Workshop in groups
12:00 – 13:00 Lunch (self paid)
13:00 – 14:30 Workshops continue
14:45 – 15:30 Plenary discussions

Evening - we will organise a get-together

8 November: Opening our understandig on the field - open research seminar for all interested.

09:00 – 09:15 Welcome
09:15 – 10:00 Lecture 1 – Lecture Fadia Dakka - The research process, unplugged: unruly rhythms, self-doubt, exhilaration.
10:15 – 11:15 Discussants and plenary discussions. Kristian Firing and Martha Dahl.
11:30 – 12:15 Lunch (self paid)
12:15 – 13:00 Lecture 2 – Gunn Engelsrud - Letting rhythm count in higher education – with a phenomenological attitude 
13:15 – 14:15 Discussants and plenary discussion. Mattias Solli and Marte Therese Jakobsen
14:30 – 15.30 Conversation on PhD education. 

Learning methods and activities

The course will be conducted over three days, including lectures, seminars and discussions. The second day of the seminar will focus on the work of the PhD researchers, with feedback and discussion of their draft papers submitted before the course. The course will be taught in English.

Compulsory assignment

Mandatory submission of a draft paper (ca 1000 words) before the seminar, outlining theme and a main line of reasoning. It should be within the broad realm of the course theme and something you are currently working on. The drafts will be discussed in small groups with tutors on day 2. Submit your draft by email to Dagrun Engen, deadline: 30 October 2023. 

Evaluation, course credits and participation

Attendance on campus is mandatory. Submission after the seminar of a final paper (max. 10 pages) within the realm of the course content and relating to the course literature.

Admission to PhD courses

Admission requirements

To be admitted to our PhD courses, you must have completed your master’s degree or equivalent education.

You also need to apply to PhD courses via NTNU Søknadsweb, and upload required documentation (diploma etc.).

NTNU students and PhD students admitted to PhD programs at NTNU apply for admission by registering for class via NTNU's studentweb.

Information about PhD courses for external candidates

NTNU Søknadsweb for external candidates

Contact

Contact Hege F. Lie if you would like to apply for the course. 

Core literature

Aldridge, D. (2019) 'Reading, Engagement and Higher Education', Higher Education Research & Development 38 (1) 38-50

Boulous-Walker, M. (2017). Slow Philosophy. Reading against the Institution. London:Bloomsbury publishing

De Jaegher, H. (2021). Loving and knowing: reflections for an engaged epistemology. Phenomenology and the Cognitive Sciences, 20(5), 847–870

Davids, N., Waghid, Y. (2021). Philosophy of Higher Education and Interpretivism. In: Academic Activism in Higher Education. Debating Higher Education: Philosophical Perspectives, vol 5. Springer, Singapore. 1-16

Engelsrud, G., Rugseth, G., & Nordtug, B. (2023). Taking time for new ideas: learning qualitative research methods in higher sports education. Sport, Education and Society, 28(3), 239–252.

Grant, Barbara. “The Future Is Now: A Thousand Tiny Universities.” Philosophy and Theory in Higher Education 1, no. 3 (2022): 9–28. 

Lenzen, D. (2015). On the Genesis of Three Distinct University Systems in the Post-Secondary Sector. In: University of the World. Springer, Cham. 19-21

Nyland, J. & Davis, D. (2022). Introduction: Setting the Scene in Nyland & Davis (Eds.) Curriculum Challenges for Universities. Agenda for Change. Springer Nature

von Humbolt, W. (2000) Theory of Bildung. In Wesbury, I., Hopman, S., & Riquerts, K. (Eds.) Teaching as a Reflective practice The German Tradition, Routledge. (A pdf scan of this chapter will be distributed)

Other sources

Barletta, V. (2020) Rhythm. Form & Dispossession. London: The University of Chicago Press

Barthes, R. (1976-77) How to Live Together. Novelistic Simulations of Some Everyday Spaces. (translated by Kate Briggs). New York: Columbia University Press

Dakka, F. (2021) ‘Rhythm and the Possible: Moments, Anticipation and Dwelling in the Contemporary University’, in Inquiring into Academic Timescapes (Filip Vostal ed.), Emerald publisher. 

Docherty, T. (2015) Universities at War, SAGE

Hansen, Finn Thorbjørn. “Learning to Innovate in Higher Education Through Deep Wonder.” Philosophy and Theory in Higher Education 1, no. 3, 51–74 (2022). 10.3726/ptihe.2019.03.04

Hansen, Finn Thorbjørn. “The Phenomenology of Wonder in Higher Education.”
In Erziehung: Phänomenologische Perspektiven, edited by Malte Brinkmann, 161–78. Würzburg: Könighausen & Neumann, 2011.

Harney S., Moten, F. (2013)  The Undercommons: Fugitive Planning and Black Study. Minor compositions

Imperiale, Maria Grazia, Alison Phipps, and Giovanna Fassetta. “On Online Practices of Hospitality in Higher Education.” Studies in Philosophy and Education 40, no. 6 (2021): 629–48.

Kelly, Frances. “A Day in the Life (and Death) of a Public University.” Higher Education Research & Development 34, no. 6 (2015): 1153–63.

Lefebvre, H. (2016) Metaphilosophy. London: Verso.

Lefebvre, H. (2004 [1991]) Rhythmanalysis: Space, time and everyday life. London: Bloomsbury.

Lefebvre, H. (2014 [1947,1961, 1981]) Critique of Everyday Life. London: Verso.

Lyon, D. (2018). What is rhythmanalysis? London: Bloomsbury Academic.

Masschelein, J. (2011) ‘Experimentum Scholae: The World Once More...But Not (Yet) Finished’, Studies in Philosophy and Education, 30:529.

Masschelein, J. (2022) With Time. Regarding pedagogical forms. Notes for a lecture (valedictory lecture)