Carl Sebastian Abrahamsson

This paper reflects on the role of confusion in higher learning. Based on experiences with designing
and teaching two courses, and student feedback from these, I discuss how I envisioned my own role as a teacher and how students responded to the design of the course and my efforts as a teacher in them. In this reflection I suggest that the common sense position that teaching should be clear, transparent and univocal does not necessarily create a teaching situation that makes for good learning. Instead, my argument is that in order for students to actively participate and think, small doses of contradictions, puzzlement and dissonance may help foster a teaching situation that, while it is risky, also helps to enact active learning.