Journal of University Teaching & Learning Practice

Abstract

This paper explores some of the ways in which our insights into the pedagogy of postgraduate supervision may benefit from understanding some of the attributes of psychotherapy. It proposes that psychotherapy involves teaching and learning processes that can be fruitfully compared with the idealised pedagogical model of the dialectic. It develops insights into postgraduate supervision as pedagogy by interrogating the intersection of teaching and learning with some aspects of psychotherapy. In doing so, it shows how those pedagogical aspects of psychotherapy can enable a deeper understanding and richer practising of postgraduate supervision. This paper works within a model postulated by Gregory Ulmer. In his development of an idea that there is in academic writing the self and the researched, the conscious intellectual semiotic and that arising from storytelling, Gregory Ulmer surveys the idea of ‘mystories’. This word encompasses the self, the story and the mystery of this. I propose my own version of this as the ‘subjective academic narrative’.

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