In Defense of the Lecture
As universities replace the lecture with active learning pedagogy, we should remember the benefits of collective listening.
Few have savaged lecturers as brutally as the the Enlightenment-era printmaker William Hogarth. In Scholars at a Lecture, the presenter reads from his prepared text, his eyes down, indifferent to his audience. The budding academics are no more impressive; those in thrall to the lecturer’s nonsense have slack faces with lolling eyes and open mouths. The others don’t offer any critique but yawn, doze, or chat idly among themselves.
In The Reward of Cruelty, the lecturer, who cannot be bothered to rise from his chair, pokes lackadaisically at Tom Nero, a criminal whose body has been turned over for dissection. The audience shows little interest. Hogarth’s most damning image of a lecturer, however, depicts one who does inspire his audience, but to dubious ends. In Credulity, Superstition, and Fanaticism, a minister thunders on about witches and devils as parishioners swoon with terror. The minister’s text quotes II Corinthians: “I speak as a fool.”
