A WORD FROM THE SAGE ON THE STAGE
“Don’t be a sage on the stage. Be a guide from the side.” That is the slogan for up-to-date college instructors. In other words, old-fashioned “chalk and talk” professors like me are passé. Professors should not be standing up in front of classes imparting their hard-earned knowledge. They should step aside and let students find out for themselves. Professors should be happy to coach from the sidelines and let the students take the field. The new model disdains “passive” learning, where the professor talks and students take notes. “Active” learning is the new ideal, and it is supposed to beat the old “passive” learning all to pieces. After all, studies show…
What studies show best are the biases and preconceptions of the ones conducting the studies. Has there ever been an educational fad, even the ones that flopped the biggest, that was not floated on a raft of studies? I, for one, have never advocated passive learning (there is no such thing). When I talk, I expect students to listen, and critical listening is an active skill, and one that takes effort and practice (plus you have to give a damn). If students are not getting much from lectures, maybe it is because they have not learned how to listen. Critical listening is not passive reception but active engagement. A good listener is like a good interviewer. You don’t just absorb, you question, you seek clarification, you evaluate, and you challenge. All good professors love students who question and challenge. The greatest joy of teaching is finding students who are willing to think for themselves.
But am I not hopelessly behind the times? How can I expect students who grew up with tweeting, texting, social media, and video games to sit for an hour or more listening to an elderly academic go on about some esoteric subject that you actually have to think about? Where is the instant gratification in that? Bor-ing. Instead, we must accommodate, ingratiate, indeed, bow-and-scrape. Students are customers, remember, and the customer must be made happy. So, for God’s sake, don’t lecture to them; give them something to do. Give them games, projects, and activities. Above all, keep it fun.
Suppose the U.S. Marines adopted this approach: “Hi! Welcome to Paris Island! My name is Frank and I will be your drill sergeant for basic training. My job is to help you reach your full potential and build your self-image. We want you to feel good about yourself! We have a variety of fun activities that will help you develop both mentally and physically. Sure, some of these challenges are tough, but I will be there beside you every step of the way to encourage you and help in any way that I can. If you have any complaints, my door is always open. Have a nice day!”
Would this work for the Marines? Will it work in higher education? God help us.
Keith M. Parsons,
UHCL Professor of Philosophy
