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ERIC Number: EJ1331066
Record Type: Journal
Publication Date: 2022-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-3746
EISSN: N/A
To Do or to Listen? Student Active Learning vs. the Lecture
Opdal, Pål Anders
Studies in Philosophy and Education, v41 n1 p71-89 Feb 2022
This paper is a discussion of the concept 'student active forms of learning'. It aims not at conclusions, but at a perspicuous representation--a map for future navigation and understanding of the concept. From the perspective of philosophy of education, I characterize and discuss issues relating to student active learning in the paper. The context for my discussion is higher education. Further, I contrast student active learning to a form of learning that is allegedly passive, the lecture, which traditionally is the main form of learning in higher education. I proceed by assessing arguments in favor of the two forms by way of a philosophical analysis, a main component of which is transparent exposition. Positive conclusions are not the main concern, but rather to demonstrate possibilities. Still, two results of the discussions in the paper are noteworthy: (1) 'student active learning' is a weak construct, it being too general or even contradictory; (2) the lecture is not passive, and a "student-centered education," consequently, should not be construed as a dismissal of lecturing.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A