Systems of Knowledge : strategies in challenging the current perceptions through improvement of lecturing strategies

Abstract

This paper is the result of a practitioner research into the current teaching and learning of Systems of Knowledge, a compulsory subject, which is treated as an added burden. Consequently SOK is often deemed as a negative experience which steals time from other chosen subjects. The solutions lie in challenging this role. Rather than an inconvenience, SOK should be perceived as complementary to the students’ post-secondary educational experience. The vast syllabus should not be used as an excuse not to seek improvement in effective teaching methods. I am researching and implementing pedagogical strategies that enhance engagement and relevance. Skills-based lectures, within the framework for 21st-century learning and life-long learning policies is one strategy employed so far. Content remains important; however’ it is integrated with skills that students usually need for their everyday life and to tackle their subjects. This research is an introductory step but is indicative of the way forward. When students see the relevance of a subject in their studies and their lives, they own it, appreciate it and feel engaged.