Tensions and co-existence: Exploring multi-facetted articulations of intentions of problem-based learning in higher education

This paper raises the issue of articulating intention as a means of positioning education and educational practices as useful and as offering a particular contribution to individuals and society. The paper explores the multifaceted articulations of intentions of problem-based learning, PBL, and the apparent co-existence of articulations of very diverse intentions despite potential tensions. The exploration identifies three distinct yet intertwined sets of intentions of PBL explicated in the articulations of PBL in current books and research papers. One, PBL as supporting the specific learning situation. Two, PBL as a pedagogy enabling students’ development of specific competencies. And three, PBL as a pedagogy ensuring the delivery of efficient and employable human resources who are competent to meet broader societal demands. These very different articulations of PBL currently co-exist without much debate, however scratching the surface reveals potential tensions. These tensions for example become apparent when posing the question ’for who do we do PBL’? Do we do it for the students in order to enrich him or her as individuals and give them a stake in their own education? Or do we do it for the state, the company or the organisation in order to deliver efficient and employable human resources