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ERIC Number: EJ816759
Record Type: Journal
Publication Date: 2008-Dec
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1356-2517
Spoon-Feeding: Or How I Learned to Stop Worrying and Love the Mess
Smith, Holly
Teaching in Higher Education, v13 n6 p715-718 Dec 2008
The author, a programme leader for a Post Graduate Certificate in Learning and Teaching in Higher Education (PGCLTHE), hears a complaint from her colleagues that undergraduate students require "spoon-feeding". Accepting structuralism's argument that language does things, not just describe them, the author examines "spoon-feeding" in more depth. Her colleagues who use this metaphor seem unhappy about "spoon-feeding". They say that their students demand it, and feel that they must unwillingly oblige. The metaphor of spoon-feeding doesn't match their idea of what a teacher should do, or how students should be going about their learning. They complain that students just want to be told exactly what to do, the facts, the right answers, instead of thinking things through for themselves. In this article, the author, as a programme leader for PGCLTHE and a mother, compares her experience of encouraging independent feeding with the process of encouraging independent learning in students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A