‘A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view. This transformation may be sudden or it may be protracted over a considerable period of time, with the transition to understanding proving troublesome. Such a transformed view or landscape may represent how people ‘think’ in a particular discipline, or how they perceive, apprehend, or experience particular phenomena within that discipline (or more generally)’
Meyer and Land, Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines, 2005
‘Threshold concepts and troublesome knowledge: implications of course design and evaluation’ provided me with the detail that I need which I have slimmed down into a summary for my own learning and maybe yours:
Jewels in the curriculum
The importance of engagement
Listening for understanding
Reconstitution of self
Tolerating uncertainty
Recursiveness and excursiveness
Unintended consequences of generic ‘good pedagogy’
Good table in article for planning concepts.
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