Action Methods and Sociometry at the University: Promoting Learning, Social Connections and a Safe Learning Climate

The main purpose of this chapter is to offer inspiration and ideas regarding how action methods may be integrated into higher education. Creating a safe learning climate is the foundation for motivation, knowledge acquisition and well-being in universities. This chapter focuses on how action methods and sociometry may be used as a tool to promote learning, establish social connections and construct a safe learning climate among new students. First, we briefly outline the philosophical underpinnings of action methods and discuss how using it as a foundation for teaching may promote good encounters between students and university lecturers. Next, we present empirical studies of psychodrama and sociometry conducted in a university setting. We then present studies based on dramaturgical perspectives and on aesthetic learning processes, as well as studies focused on role play and simulation—representing overlapping fields. The first part of this chapter thus provides a basis for understanding the application of Morenian approaches to higher education. The next part of the chapter concerns practical applications, outlining sociometric techniques that we consider relevant to use with students. We present a case example of how sociometric techniques may be used to ease students’ transition to higher education and help them develop confidence in their role of new university student. We also explore how sociometric techniques may aid in establishing social connections, building group cohesion, promote motivation and reduce stress. Our intention with this section is to describe methods and procedures thoroughly, enabling university lecturers to be inspired to implement some of the techniques in their teaching. We therefore discuss (a) how psychodrama and sociometric techniques may contribute directly to learning in higher education, by developing specific skills (for instance, via role training); and (b) how sociometric techniques may promote learning indirectly, by creating a safe learning climate. In the third and final part of the chapter, we discuss advantages and challenges in introducing action methods into higher education. Our aim is to bridge different traditions by drawing on dramaturgical perspectives, role play, simulation and aesthetic dimensions of learning, as well as explorative, experimental and holistic approaches. We discuss the importance of creating a safe learning climate as a precondition for using action methods, as well as the balance between opening up a personal space to integrate experiences into academic learning without crossing the line into therapeutic issues. Finally, we point to promising future avenues of integrating a Morenian perspective into cross-disciplinary work in higher education.