Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning

• Published in: Medical hypotheses 2006, Vol.67 (6), p.1261-1265
• Main Author: Charlton, Bruce G
• Format: Article
• Language: English
• Subjects: Humans; Learning; Psychology; Teaching
• ISSN: 0306-9877; 1532-2777
• DOI: 10.1016/j.mehy.2006.08.001

Lectures are probably the best teaching method for many students in many circumstances; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between lecturer and audience. However, the lack of a convincing rationale has been a factor in under-estimating the importance of lectures, and there are many who advocate their replacement with written communications or electronic media. I suggest that lectures are so effective because they exploit the spontaneous human aptitude for learning from spoken (rather than written) information. Literacy is a recent cultural artefact, and for most of their evolutionary history humans communicated by direct speech. By contrast with speech, all communication technologies – whether reading a book or a computer monitor – are artificial and unnatural. Furthermore, learning is easier during formal, quiet, real-time social events. The structure of a lecture artificially manipulates human psychology to increase vigilance, focus attention, and generate authority for the lecturer – all of which make communications more memorable for the student. Instead of trying to phase-out lectures, we should strive to make them better by understanding that lectures are essentially formal, spoken, social events.