Tag Archives: fragilidade pedagógica

The salutogenic university and the ‘becoming-caring-teacher’.

The triple point: where pedagogic health, a sense of coherence, and care coexist without borders or barriers.

Further details available at:

Kinchin, I.M., Derham, C., Foreman, C., McNamara, A. & Querstret, D. (2021) Exploring the salutogenic university: Searching for the triple point for the becoming-caring-teacher through collaborative cartography. Pedagogika, 141(1), 94-112.

Available online at: ISSN2029-0551_2021_V_141_1.PG_94-112.pdf (vdu.lt)

D.Litt thesis : concept mapping and pedagogic health

Thesis title

Full text available online at:  https://openresearch.surrey.ac.uk/esploro/outputs/doctoral/Concept-mapping-and-pedagogic-health-in-higher-education-a-rhizomatic-exploration-in-eight-plateaus/99545423202346     


This submission presents a portfolio of 50 outputs (3 books, 7 book chapters and 40 journal articles) that were published between 2000 – 2020. This accompanying narrative offers a frame for these outputs to place them in the context of the wider literature and to highlight connections and developments in the underpinning thought processes. Here I exploit the Deleuzian figuration of the rhizome to present the portfolio to emphasise the non- linear nature of this body of work and provide a novel conceptual framework for analysis.

This corpus emerged from my initial exploration of Novakian concept mapping as a tool to support and document learning. From my early studies that built on the dominant discourse of the field, I examined concept mapping as a study aid. From this my interests diverged into the visualisation of expertise and the implications of variation in the structure of knowledge as depicted by students and as promoted in the curriculum.

I started to use concept mapping to explore educational theory and have combined the tool that is strongly linked to its origins in educational psychology (particularly the work of David Ausubel) with other theoretical positions that might inform teaching in higher education. These have included ideas from the sociology of education (particularly the work of Basil Bernstein and Karl Maton); ideas from evolutionary Biology (Stephen Jay Gould’s concept of exaptation); ideas from health sciences (particularly the work on Salutogenesis by Anton Antonovsky), and the post-structuralist ideas of Gilles Deleuze (especially the concept of the rhizome). These ideas offer an opportunity to revise and refresh the assumptions that underpinned Joe Novak’s work on concept mapping – that might increase the level of criticality in continuing research.

This work raises questions about the methodological conservatism of the field of concept mapping (and perhaps of higher education research more broadly). The observed methodological and conceptual conservatism of the concept mapping literature is seen as a consequence of its linear (arborescent) development from science education. Through this work, the reader can trace the development of the researcher from his roots in Biological Sciences towards a greater appreciation of post-structuralist perspectives – challenging the conservatism mentioned above.

Full text available online at:


Pedagogic Health: Special issue call for papers.

Kinchin, I.M. (2020) (Ed.) Pedagogic Health and the University. Education Sciences (Special Issue): Call for papers.

There are many exciting and worthy innovations that are currently being promoted within the literature on learning and teaching within higher education. However, I would venture that many of these innovations are doomed to failure. This is because the environments in which these innovations need to be activated are not receptive to them. In particular, there are conflicting discourses and tensions within the education system that result in pedagogic frailty (as described by Kinchin & Winstone, 2017). This is seen to occur within the university when there are tensions between key elements of the teaching environment, namely,

  • The focus of the teaching discourse and whether it concentrates on the mechanisms and regulations that govern teaching as promoted by a culture of managerialism, or on the underpinning theories and professional values that direct our personal perspectives;
  • The degree of authenticity within teaching and assessment practices, and the alignment of the pedagogy with the nature of the discipline;
  • The nature of the research-teaching nexus and how this is made explicit in our teaching;
  • The degree to which teachers perceive their proximity to and influence on the decision-making processes and management of teaching.

Where these elements of the environment are in tension, teachers succumb to academic stress and burnout. In such instances, any new innovations are unlikely to succeed as they will be perceived as a threat to the perceived stability of the system. Helping these elements to complement and support each other as a coherent whole will produce an environment exhibiting pedagogic health, in which innovations have a greater chance of success. This Special Issue invites contributions that consider elements of the university teaching environment that may contribute to the wellbeing of teachers and the construction of a healthy learning environment.


Kinchin, I.M. & Winstone, N.E. (Eds.) (2017) Pedagogic frailty and resilience in the university. Rotterdam, Sense Publishers.

Submission deadline: December 2020.

The Salutogenic University

New Paper:

Kinchin, I.M. (2020) Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education, Available online at: https://doi.org/10.1080/13562517.2019.1704726   


The dominant narratives currently offering critique of the neoliberal university suggest a professional environment that is both uncaring and unhealthy. This paper adopts a Deleuzian gaze on the rhizomatic multiplicity of teaching to identify and reinterpret key lines of flight within this assemblage – identified as care, pedagogic health and salutogenesis. It is argued that the perspective described by the coexistence of these lines may develop a more positive ontology as a basis from which a university may be able to work towards a more productive state of healthy learning. The point at which the three lines of flight co-exist is hypothesised as a ‘triple point’.


A salutogenic gaze on pedagogic frailty

By adopting a salutogenic gaze on pedagogic frailty we can reframe the problem in terms of ‘pedagogic health’:

Salutogenesis concept map

Further reading:

Kinchin, I.M. (2019) The salutogenic management of pedagogic frailty: A case of educational theory development using concept mapping. Education Sciences,9(2), 157.  https://doi.org/10.3390/educsci9020157

Pedagogy Trilogy


2016                                            2017                                           2018


This set of three books provides a comprehensive introduction to the application of concept mapping to reveal the knowledge structures that need to be explored in the examination of pedagogic frailty (2016), the exploration of the theory underpinning pedagogic frailty and how this relates to other areas of educational research (2017), and a series of practical case studies of academics from across the disciplines who have used the frailty model as a framework for their own reflective narratives (2018).


Reviews of the 2018 volume:


Concept mapping and the pedagogic frailty model form a powerful combination to drive reflection upon professional development, which is critical to respond rapidly to changes in the higher education system. This book is a must-read for any academic who wishes to become a resilient teacher.

Prof. Paulo Correia (University of São Paulo, Brazil).

Increasing pedagogic frailty is one of the biggest risks for academic quality in universities. This book gives a systematic, compact and research-based view about contemporary issues related to university teaching. It helped me to see the problems in my own university, and more importantly, it gave me ideas for solving them. I recommend this book to everybody who is involved in teaching at universities – from novice teachers to professors, administrators and senior managers.

Prof. Priit Reiska (Tallinn University, Estonia).






Concept mapping & pedagogic frailty – special issue




A special issue of Knowledge Management & E-Learning is now available at:




Contents page available below:




254   Editorial: Pedagogic frailty and concept mapping

Ian M. Kinchin and Paulo R. M. Correia


261   Do no harm: Risk aversion versus risk management in the context of pedagogic frailty

Julie A. Hulme and Naomi E. Winstone


275   Mapping the emotional journey of teaching

Emma Jones


295   Pedagogic frailty: A concept analysis

Ian M. Kinchin


311   Russian university teachers’ ideas about pedagogic frailty

Svetlana Nikolaevna Kostromina, Daria Sergeevna Gnedykh and Ekaterina Aleksandrovna Ruschack


329   Using concept mapping for faculty development in the context of pedagogic frailty

Bárbara de Benito, Alexandra Lizana and Jesús Salinas


348   Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

 Alberto J. Cañas, Priit Reiska and Aet Möllits


366   From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping

Joana G. Aguiar and Paulo R. M. Correia


380   Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs

Enios Carlos Duarte, Ana Claudia Loureiro and Cristina Zukowsky-Tavares


392   An exploration into pedagogic frailty: Transitioning from face-to-face to online 

Irina Niculescu, Roger Rees and Darren Gash


404   Making connections and building resilience: Developing workshops with undergraduates

Julia Anthoney, Rachel Stead and Katie Turney