Abstract

This paper explores the pedagogical value of disturbance as a generative rather than detrimental feature of teaching and learning. Drawing on cognitive, affective, ethical, and critical pedagogical theories, Cassie Lowe (Senior Teaching Associate, CCTL ) examines how carefully scaffolded forms of disturbance – such as epistemic uncertainty, discomfort, and disorientation – can foster deep learning and transformation. Rather than positioning education in its commodified form as a necessarily gentle encounter, this paper argues for an ethical reorientation of disturbance as an unavoidable and productive condition of coming to know, with implications for curriculum, pedagogy, and student engagement.

All are welcome, either in person or online (register here).

Dr Lowe’s talk will be followed by open discussion.