The term ‘horizontalisation of learning’,used by Etienne Wenger,
describes a new paradigm for the doctor-patient relationship, where a consultation is seenas a ‘dialogue between two experts’.
Howmight similar re-conceptualisationbe brought into tutor-student hierarchy within Higher Art and Design Education?

We will explore how students learning to become ‘experts’ in their own creative needs, obstacles and desires allowed the student to engage in a more equitable relationship with studio tutors.

This paper looks at ways in which we have tried to broaden our curriculum to encourage the development of meta-cognitive abilities.
Students identified their experiences of intrinsic motivation in childhood and explored how that might refresh their current work; they explored orally and visually the area of introjected extrinsic motivations, or“the inner critic”,in order to reconsider their internal dialogue with it and theyplayed with the idea of “the Muse” as part of their creative relationship with themselves.