Threshold Concepts
'The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses - http://www.tlrp.org/). In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land . . . . that certain concepts were held by economists to be central to the mastery of their subject.These concepts, Meyer and Land argued, could be described as ‘threshold' ones because they have certain features in common.'
The above comes from 'An Introduction to Threshold Concepts' by Glynis Cousin, who goes on to outline their key features:
1. Grasping a threshold concept is transformative because it involves an ontological as well as a conceptual shift. We are what we know.
2. A threshold concept is often irreversible; once understood the learner is unlikely to forget it (this does not exclude subsequent modification or rejection of the concept for a more refined or rival understanding).
3. Another characteristic of a threshold concept is that it is integrative in that it exposes the hidden interrelatedness of phenomena. Mastery of a threshold concept often allows the learner to make connections that were hitherto hidden from view.
4. A threshold concept is likely to be bounded in that ‘any conceptual space will have terminal frontiers, bordering with thresholds into new conceptual areas' (Meyer and Land, 2006, p. 6).
5. A threshold concept is likely to involve forms of ‘troublesome knowledge'; David Perkins defines this as ‘that which appears counter-intuitive, alien (emanating from another culture or discourse), or seemingly incoherent' (in Meyer and Land, 2003, p.7).
Atherton, in 'Threshold Concepts in the Wild', notes that 'much of the writing about threshold concepts has concentrated on "hard", "convergent" or "serial" disciplines, as opposed to either "softer" or more applied disciplines'. He asks whether the framework will prove as productive outside of those areas.
What, if any, relevance might threshold concepts have in the field of mental health?
There was an opportunity to explore this question further at the mhhe conference:
Living and Learning, Learning and Teaching: Mental health in higher education on 30-31 March 2010 at Lancaster University. View proceedings here
In the meantime, we would be interested in your thoughts on the issue. Do contact us.
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