In spite of the ongoing discussion and emphasis on student voice, talk curriculum, and small group discussion (Barnitz 1994; Johnson & Johnson 1994; Barnes & Todd 1995; Johnston & Nicholls 1995; Johnson & Johnson 2000), most classroom language/discourse strategies remain rooted in Socratic premises. That is to say, official classroom discourse…

The importance of incorporating discussion into college lecture classes is discussed, problems in starting and expanding exchange of ideas are examined, and techniques for "raising the intellectual temperature" of a class are offered. Anecdotal examples are drawn from observations of teachers in a variety of discipline contexts. (MSE)

Argues in favor of the lecture method of presenting information to students. (FL)

Ways in which violating traditional expectations about teaching helps change, shape, and focus student ability to extract meaning from works of art are discussed. Alternative teaching modes include use of inquiry methods rather than lectures, in-class reading of the artwork as text instead of assigned readings about the artwork, and group…