In the fast-paced world of higher education, where efficiency and measurable outcomes often take centre stage, there is a quieter, yet equally powerful, tool available to educators: poetry. This might seem an unexpected ally in the realm of academia, but poetry offers unique opportunities for enhancing teaching and learning across disciplines.
Poetry is not just for literature classes. It can be a versatile method of engaging students, encouraging deeper reflection, and fostering creativity, no matter the subject. For instance, using poetry in scientific disciplines helps to communicate complex ideas in more relatable and emotionally resonant ways, as evidenced in studies where poetry has been used to teach topics as varied as sustainable development (Walshe, 2017) and chemistry (Furlan, 2007). Poetry can also be instrumental in developing empathy and critical thinking, skills that are crucial in fields such as healthcare and management (Jack and Illingworth, 2024).
The process of writing and reflecting on poetry allows students to connect with their learning on a personal level. For example, when nursing students were encouraged to write poems reflecting on their clinical experiences, it not only enhanced their reflective skills but also helped them process the emotional aspects of their work (Jack and Illingworth, 2017). Similarly, in law education, poetry has been used to humanise abstract concepts, making them more accessible and memorable for students (Manley, 2018).
Despite the clear benefits, integrating poetry into non-literary disciplines can be challenging. Resistance often comes from a perception that poetry is irrelevant or too abstract for certain fields. However, the evidence suggests otherwise. When properly introduced, poetry can complement traditional teaching methods, providing a richer, more holistic educational experience (Donaldson, 2001; Chan, 2013).
Incorporating poetry into higher education does not require students or educators to become poets. Rather, it is about using poetry as a tool for exploration, expression, and understanding. By doing so, educators can create more inclusive and engaging learning environments, where students feel more connected to both the material and to each other. Further, poetry can support educators to learn more about themselves to enhance self-connection, awareness and growth.
In our book Poetry and Pedagogy in Higher Education (Illingworth and Jack, 2024) we hope to inspire educators across disciplines to explore the transformative potential of poetry in their teaching practices. We aim to provide practical strategies and authentic examples that demonstrate how poetry can enrich learning experiences and foster a more empathetic and reflective academic environment. In this Tweetchat, we look forward to engaging with you, hearing your experiences, and discussing how we can collectively harness the power of poetry to create more dynamic and inclusive classrooms.
References
Chan, Z.C., 2013. Exploring creativity and critical thinking in traditional and innovative problem‐based learning groups. Journal of clinical nursing, 22(15-16), pp.2298-2307. https://doi.org/10.1111/jocn.12186
Donaldson, D.P., 2001. Teaching geography's four traditions with poetry. Journal of Geography, 100(1), pp.24-31. https://doi.org/10.1080/00221340108978414
Furlan, P.Y., Kitson, H. and Andes, C., 2007. Chemistry, poetry, and artistic illustration: an interdisciplinary approach to teaching and promoting chemistry. Journal of Chemical Education, 84(10), pp.1625-1630. https://doi.org/10.1021/ed084p1625
Illingworth, S. & Jack, K., 2024. Poetry and Pedagogy in Higher Education: A Creative Approach to Teaching Learning and Research. Bristol: Policy Press
Jack, K. and Illingworth, S., 2017. 'Saying it without saying it': using poetry as a way to talk about important issues in nursing practice. Journal of Research in Nursing, 22(6-7), pp.508-519. https://doi.org/10.1177/1744987117715293
Jack, K. and Illingworth, S., 2023. Rehearsing empathy: exploring the role of poetry in supporting learning. Arts & Health, pp.1-14. https://doi.org/10.1080/17533015.2023.2256361
Manley, S., 2018. Home-made poetry as pedagogical tool: an experience from the law classroom. English in Education, 52(3), pp.213-224. https://doi.org/10.1080/04250494.2018.1508324
Walshe, N., 2017. An interdisciplinary approach to environmental and sustainability education: Developing geography students' understandings of sustainable development using poetry. Environmental Education Research, 23(8), pp.1130-1149. https://doi.org/10.1080/13504622.2016.1221887
Author Biographies
Sam Illingworth
Sam Illingworth is a Professor of Creative Pedagogies at Edinburgh Napier University, where his work involves using poetry, games, and GenAI to explore staff and student belonging. You can find out more about his work via his website www.samillingworth.com and chat with him on Twitter / X @samillingworth.
Kirsten Jack
Kirsten Jack is a creative psychotherapist and writing for wellbeing facilitator, working with individuals and groups, using poetry to support emotional wellbeing. Before that, she was Professor of Nursing Education at Manchester Metropolitan University, where her work with students involved the use of poetry to explore the emotional aspects of health and social care practice. You can learn more about Kirsten via her website www.kirstenjack.co.uk or talk with her on Twitter / X @Heijinxs.
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