Abstract
This chapter discusses the notion that teaching is all about facilitating the development of “real knowledge” in students. This is defined as “wisdom” or conceiving the truth of a subject. Lectures and textbooks are not effective vehicles for facilitating real knowledge. Classical texts and the figure of Socrates are more helpful in that regard.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Adams, G. L., Tallon, R. J., & Rimell, P. (1980). A comparison of lecture versus role- playing in the training of the use of positive reinforcement. Journal of Organizational Behavior Management, 2(3), 205–212.
Allen, I., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: University of Chicago Press.
Asch, M. J. (1951). Nondirective teaching in psychology: An experimental study. Psychological Monographs: General and Applied, 65(4), i-24.
Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a century of time use data. The Review of Economics and Statistics, 93(2), 468–478.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard.
Bane, C. L. (1925). The lecture vs. the class-discussion method of college teaching. School and Society, 21, 300–302.
Barnett, S. A. (1958). An experiment with “free discussion” group. Universities Quarterly, 12(2), 175–180.
Bauerlein, M. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don’t trust anyone under 30). New York, NY: Tarcher Perigee.
Benton, S. L., Kiewra, K. A., Whitfill, J. M., & Dennison, R. (1993). Encoding and external storage effects on writing processes. Journal of Educational Psychology, 85(2), 267–280.
Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, N.J.: Princeton.
Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco, CA: Jossey-Bass.
Carey, K. (2015). The end of college: Creating the future of learning and the university of everywhere. New York: Riverhead.
Craig, R. (2015). College disrupted: The great unbundling of higher education. New York: St Martin’s.
Crow, M., & Dabars, W. (2015). Designing the new American University. Baltimore, MD: Johns Hopkins.
Dillon, J. (2013). Using Socrates to teach psychology: A humanistic approach to Psychology 101. The Journal of Humanistic Psychology, 53(3), 362–385.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Graesser, A. C., Person, N. K., & Hu, X. (2002). Improving comprehension through discourse processing. In D. Halpern & M. D. Hakel (Eds.), Applying the science of learning to university teaching and beyond (pp. 33–44). San Francisco, CA: Jossey-Bass.
Grigsby, M. (2009). College life through the eyes of students. Albany, NY: State University of New York.
Hersh, R., & Merrow, J. (2006). Declining by degrees: Higher education at risk. New York, NY: St. Martin’s Griffin.
Hettich, P. I. (1998). Learning skills for college and career. New York: Wadsworth.
Horton, S. R. (1982). Thinking through writing. Baltimore, MD: Johns Hopkins University.
Johnson, E., & Carton, J. (2005). Introductory psychology without the big book. In D. S. Dunn & S. L. Chew (Eds.), Best practices for teaching introduction to psychology (pp. 83–92). Mahwah, NJ: Lawrence Erlbaum Associates.
King, L. (2009). Experience psychology. New York, NY: McGraw-Hill.
King, L. (2010). The science of psychology: An appreciative view (2nd ed.). New York, NY: McGraw-Hill.
Myers, D. G. (2009). Psychology (9th ed.). New York, NY: Worth.
Nance, J. L., & Nance, C. E. (1990). Does learning occur in the classroom? College Student Journal, 24(4), 338–340.
Postman, N. (1985). Amusing ourselves to death: Public discourse in the age of show business. New York, NY: Penguin.
Reder, L. M., & Anderson, J. R. (1982). Effects of spacing and embellishment on memory for the main points of a text. Memory & Cognition, 10(2), 97–102.
Rickard, H. C., Rogers, R., Ellis, N. R., & Beidleman, W. B. (1988). Some retention, but not enough. Teaching of Psychology, 15(2), 151–152.
Rogers, C. (1969). Freedom to learn. New York, NY: Pearson.
Ryle, G. (1949). The concept of mind. Chicago: University of Chicago.
Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2010). Psychology (2nd ed.). New York, NY: Worth.
Selingo, J. J. (2015). College (un)bound: The future of higher education and what it means for students. Las Vegas: Amazon.
Spires, H. A. (1993). Learning from a lecture: Effects of comprehension monitoring. Reading Research and Instruction, 32(2), 19–30.
Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York, NY: Penguin.
VanderStoep, S. W., Fagerlin, A., & Feenstra, J. S. (2000). What do students remember from Introductory Psychology? Teaching of Psychology, 27(2), 89–92.
Weiten, W. (2010). Psychology: Themes and variations (9th ed.). New York, NY: Wadsworth.
Zubizaretta, J. (2003). The learning portfolio: Reflective practice for improving student learning. Bolton, MA: Anker.
Author information
Authors and Affiliations
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Dillon, J.J. (2016). Why We Teach. In: Teaching Psychology and the Socratic Method. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-95050-8_1
Download citation
DOI: https://doi.org/10.1057/978-1-349-95050-8_1
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-95049-2
Online ISBN: 978-1-349-95050-8
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)