In response to the lecture format coming under ‘attack’ and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. In this paper some of the criticisms against lectures will be challenged, in particular that they are monological and promote a banking concept to learning. To make this argument I shall be drawing upon Freire’s ‘banking concept’ and Vygotsky’s notion of ‘inner speech’ and shall claim that listening is a virtue to be encouraged in our students. There is a review of some of the unique features of lectures and it shall be argued that the sort of thinking, appropriate for higher education, can be encouraged by the lecturer as ‘expert thinking aloud’, embodying what it means to know, to think and to action one’s academic freedom as a curriculum worker.
Webster, R. S.
In Defence of the Lecture.
Australian Journal of Teacher Education, 40(10).