Mike Wesch’s piece on Anti-teaching is a very interesting reading. I have to say that I was intrigued by the reference to contemporary techniques in teaching as “anti-teaching” and then traditional teaching as “teaching”. He suggests that traditional teaching is a “hindrance to learning”. I definitely see where this feel could come from. Especially in the last decade, a lot has changed and such an emphasis on testing has made teaching about conveying facts and teaching to the test. I completely agree that this is (ineffective) teaching as it takes away ALL interesting subject matter and only focuses on what is necessary to “know for the test”. However, there is some value to didactic learning which I think is falling into this category of (ineffective) “teaching”. Some students do actually respond to lectures and ppts though I agree not everyone. Each student learns a little bit differently. The nice think about the more contemporary approach (or anti-teaching) is that it gets students to think. There is still a place for facts and figures but getting our future generations to think and problem solve is where contemporary pedagagy will be have such an advantage.