ERIC Number: ED249907
Record Type: RIE
Publication Date: 1984
Reference Count: 0
The Significance of "Problem-Posing" Teaching in a Democratic Society. College Teaching Monograph.
A new teaching methodology, the "problem-posing" approach, is advocated in place of the traditional system of education. Experience in teaching the "Principles of Economics" course at the University of North Dakota is used as illustration. The problem-posing approach can create a learning atmosphere that is more conducive to creative and critical thinking. The approach is designed to increase student motivation, learning, and participation. It also increases students' understanding of the business world and political and social influences. One aspect of the approach is the requirement that students write biweekly essays in reaction to articles dealing with current socioeconomic problems. Both the method and the content of the course are continuously revised and updated to pose challenging and creative questions. Students and teachers are co-partners in the learning process. This approach is consistent with the principles of a democratic society, while the traditional system is not. The problem-posing approach will eliminate superiority/inferiority relationships among teachers and students. Traditional education leads the student to mechanical memorization without giving them an understanding of the significance of the memorized materials. (SW)
Descriptors: College Instruction, Conventional Instruction, Course Content, Creative Teaching, Discussion (Teaching Technique), Economics Education, Higher Education, Instructional Innovation, Learning Motivation, Questioning Techniques, Student Participation, Teacher Student Relationship, Teaching Methods
University of North Dakota, Office of Instructional Development, Box 8161, University Station, Grand Forks, ND 58202.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Office of Instructional Development.
Identifiers: University of North Dakota