The need for multidisciplinary studies as well as phenomenon-based learning starts with the same remark: in order to understand the world around us, it is essential to study the complexity of real-life phenomena. Furthermore, if we want to gain skills needed in real life, we must practise them in realistic problem-solving situations.

This holistic approach has raised a lot of international interest. Professor Kirsti Lonka from the University of Helsinki deals with this topic in her book Phenomenal Learning from Finland.

In her book, professor Lonka clearly states the need for this kind of wider approach: ”the society is changing so rapidly that creativity, thinking skills, and more wide-ranging expertise are called for. — Holistic and interdisciplinary thinking is important when solving the ill-structured and wicked problems of our time.” (Lonka 2018, 174-175).

There is a strong emphasis on multidisciplinary studies and integrating different school subjects in Finland’s current curriculum. By multidisciplinary studies we usually refer to the fact each school year every school in Finland must have at least one clearly-defined theme, project or course that combines the content of different subjects and deals with the selected theme from the perspective of several subjects.

Phenomenon-based learning on the other hand implies that holistic real-world phenomena are studied as complete entities, in their real context, and from different perspectives (of different school subjects) at the same time. In phenomenon-based learning the phenomenon itself is the starting point and object of studying and learning.

The whole idea for strengthening the multidisciplinary approach in Finnish education has been to learn the vital skills needed in the future. These skills are called transversal competences and they play a central role in the Finnish national core curriculum. These transversal competencies should be applied to all subject areas and school subjects.

These broad-based competences have a lot in common with “21st Century Skills”, but the focus here is very practical and down-to-earth. The transversal competencies Finnish basic education aims to develop are:

• Thinking and Learning to Learn
• Cultural Competence, Interaction, and Self-Expression
• Taking Care of Oneself and Managing Daily Life
• Multiliteracy
• Information and Communication Technology (ICT) Competence
• Working Life Competence and Entrepreneurship
• Participation, Involvement, and Building a Sustainable Future

The most important thing after all, might not be the holistic understanding students gain about important issues as such. It is the journey that is meaningful: ”In high-quality and meaningful learning, we can make use of the human readiness to wonder, investigate, and go beyond personal ideas in intensive group work. This kind of creative process is not straightforward. In many cases, creative thinking and knowledge building takes place after taking some delusional paths of reasoning. — Developing high-quality thinking needs space for inquiries and wondering, even though it occurs within formal schooling.” (Lonka 2018, 178.)

Reference: Lonka, Kirsti (2018): Phenomenal learning from Finland. Want to learn more? Join us at Malta Teaching Festival on Thursday, 30 April, and explore the workshop From questions to discovery: engaging students through inquiry for concrete examples and tips!