[Is the lecture dead?] asks _The Atlantic_. The answer is no, but perhaps the penchant journalists have for writing needlessly provocative headlines should be. What makes it worse is the clichés to which the lecture, apparently, must be subjected:
> A great lecturer’s benefit to learners extends far beyond preparing for an exam, earning a good grade, or attaining some form of professional certification. The great lecture opens learners’ eyes to new questions, connections, and perspectives that they have not considered before, illuminating new possibilities for how to work and live.
Or, worse, in my view — but perhaps better because it becomes grist for the mill:
> A great lecturer tells a story.
To be fair, and to have more context for later, here is that paragraph in its entirety:
> A great lecturer tells a story. It has a beginning, a middle, and an end. It poses problems that it proceeds to address, and it keeps learners in suspense, waiting to see how they can be worked out. Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution. Learners are not merely sitting and passively listening. Far from it, they are challenged and engaged, actively thinking and imagining right along with the lecturer as both struggle toward new insights.
That’s right, kids. Don’t forget that stories have beginnings, middles, and ends. And that they are moral, or at least heuristic, in nature. *Ugh.*
[Is the lecture dead?]: http://www.theatlantic.com/health/archive/2013/01/is-the-lecture-dead/272578/