The philosophical foundation of the lecture‐versus‐case controversy: Its implications for faculty teaching, research, and service

Abstract

Purpose

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

Design/methodology/approach

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

Findings

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

Research limitations/implications

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

Practical implications

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

Originality/value

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

Citation

Ardalan, K. (2006), "The philosophical foundation of the lecture‐versus‐case controversy: Its implications for faculty teaching, research, and service", International Journal of Social Economics, Vol. 33 No. 3, pp. 261-281. https://doi.org/10.1108/03068290610646261