The transmission of knowledge in higher education often relies heavily on traditional methods like didactic lecturing, which are considered essential in many university settings. However, there is a growing body of pedagogical evidence suggesting that the incorporation of “lived experience” can be equally, if not more, effective in individual learning. Robyn Tudor, in her exploration of creativity and pedagogy, emphasizes the significance of lived experience informed by individual intuition in nurturing a confident inclination to explore the unknown (Tudor, 2008, 14-15).

In the unit I teach on Arts and Culture Enterprise, the significance of lived experience becomes apparent as students are provided with a crucial space to apply the knowledge they have acquired. This approach encourages students to bridge their personal interactions with the complex themes of entrepreneurship and the associated critical theories. One exercise involves creating a ‘lived experience’ within the seminar itself, wherein students develop pitches for their entrepreneurial projects and draft business plans. By engaging in this practical exercise, students make theoretical concepts more tangible and relevant to their real-world experiences.

Furthermore, students are prompted to reflect on how articulating their ideas and listening to their peers’ perspectives affect their emotional responses, thereby linking their personal experiences with the theoretical understanding of entrepreneurship. This integration of lived experience not only deepens students’ understanding but also cultivates a sense of ownership and engagement with the subject matter, ultimately enhancing their learning outcomes.

Reference

Tudor, R. (2008). “The Pedagogy of Creativity: Understanding higher order capability development in design and arts education.” In Proceedings of the 4th International Barcelona Conference on Higher Education.