We have heard it all from our colleagues in our courses: Praise, bored grunts, complaints, thanks, anger with having to take time out of their schedules, and reflections that give us hope in the teaching and learning in Norwegian higher education.
Although it is tempting, it is too easy to be defensive about the recent article in Khrono on university pedagogy. Instead, we will respond using deliberative communication, one of the principles we teach in our courses. Deliberative communication asks us and our participants to listen to all voices, whether from students, the research literature, administrators, course evaluations, university leaders, or those who sidle up to us during a coffee break and shyly offer informal feedback to us.
The critical voices we hear in Khrono include, for example, Lars Petter Storm Torjussen who claims, among other things, that the idea and theoretical basis within
