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dc.contributor.authorOpdal, Pål Anders
dc.date.accessioned2022-03-09T09:27:51Z
dc.date.available2022-03-09T09:27:51Z
dc.date.issued2021-08-04
dc.description.abstractThis 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.en_US
dc.identifier.citationOpdal. To Do or To Listen? Student Active Learning vs. the Lecture. Studies in Philosophy and Education. 2021en_US
dc.identifier.cristinIDFRIDAID 1973937
dc.identifier.doi10.1007/s11217-021-09796-3
dc.identifier.issn0039-3746
dc.identifier.issn1573-191X
dc.identifier.urihttps://hdl.handle.net/10037/24339
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.journalStudies in Philosophy and Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.titleTo Do or To Listen? Student Active Learning vs. the Lectureen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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