Skjulte Kræfter og Processer i Vejledningsrummet: Dannelsesperspektiver på Projektarbejde og Projektvejlederrollen ved Universiteterne

Professors teach the curriculum, students must read it and learn it, and subsequently the examiners question them in the material. This classic distribution of roles is, however, challenged by the project work at the universities, where the students must indepen- dently identify and examine a complex issue, while the professor acts as professional supervisor. During this process, the supervisor hopefully and often engages them self in the project and in the students’ professional development. In the same way, the students hopefully and often engage themselves in the project, because of the possibility of im- pacting on the choice of issue, theory and method. Along this process the complex issue, the group organization and the time pressure may bring unknown forces and processes into play. However, the supervisor may also contribute to bringing unknown processes into play, so both the student and teacher can promote and derail the scientific examina- tion of the issue and the students’ outcome of the project process, depending on the handling of these processes. This kind of professional/personal processes is often underexposed in university pedagogical research. In the article, a model is presented that sheds light on the potentially unknown assumptions and processes. At the same time, the author argues for a Bildung perspective that may contribute to a wondering approach, and an understanding and appreciation of the potential Bildung processes that the project work may release. The article draws on existential-phenomenological and psychoanalytic theory, as well as on case studies of supervision and project work.