| Abstract: | This paper describes how the experience of working in an unfamiliar cultural environment affected the author's basic conceptions of the nature of teaching and learning. A detailed account is given of the ways in which these ideas were incorporated into a course constructed around the notions of experiential and problem‐based learning. It is suggested that the novelty of the setting stimulated a major change in the teacher's perspective on the nature of higher education and that it would be desirable for academics to be given opportunities to encounter unfamiliar contexts for teaching. |
