Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots 

Abstract

AbstractThe idea of phenomenon-based learning (PhBL) was introduced into the Finnish core curriculum for basic education in 2014. The Finnish approach has raised interest in many other countries. In Finland, the idea of PhBL is often linked to the traditions of educational psychology, constructivism, problem-based learning (PBL) and inquiry-based learning (IBL). However, philosophical approaches like phenomenology, existentialism, and the tradition of Bildung have also influenced Finnish school development. Drawing on this complexity of philosophical and scholarly developments, we argue that the inherent ideas of PhBL are neither new, nor is it surprising that they have re-appeared as PhBL in the Finnish context. With PhBL’s holistic approach, the focus on collaboration and reciprocal responsibility represents a promising practice for education in a world that is facing complex challenges. Still, despite its strong roots in several philosophical traditions, like in many other countries, Finnish educational policy development has been strongly influenced by the growing demands for measurability and accountability and increasingly struggling with atomisation of knowledge and skills. These specific national developments in Finland can raise awareness for similar challenges relevant in other contexts than the Finnish.

Keywords

• Bildung
• cross-disciplinary education
• curriculum development
• Didaktik
• Finnish education, phenomenon
• phenomenon-based learning