Pro Bono Publico |
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| Authors: | Irving W Knobloch |
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| Institution: | Michigan State University , USA |
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| Abstract: | Abstract The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided. |
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| Keywords: | critical thinking hands-on activities writing |
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