ABSTRACT
This chapter examines the potential of approaches within the contemporary concerns of sociology, and highlights a number of issues which arise in relation to the methods as learning strategies in higher education. It draws data collected through the course of a project based at Bath Spa University College and funded by the Higher Education Funding Council for England's Fund for the Development of Teaching and Learning. The chapter examines the ways in which autobiographical approaches have been incorporated into teaching and learning in sociology through the practices of teachers themselves. Writers on postmodernism and education such as R. Usher and R. Edwards argue that the current interest in experiential learning is closely related to the increasing concern to come to terms with postmodernity. Social science teaching is often conducted in a way that leaves implicit the theoretical model of learning being employed.
