Because Wisdom Can't Be Told

What are the main arguments and ideas presented in the reading "Because Wisdom Can't be Told"?

In my assessment of the paper, it is glaringly obvious that the author has made some strong arguments for the case method pedagogy. For one, the plain and overly tested lecture (listening) mode of imparting knowledge seems to do little to evoke critical thinking and self confidence in pupil, who automatically are put in a "passive receivers" roll right from the start. This actually goes on to hurt both their self esteem/confidence and forges in their mind a strong dependence on their provider i.e. the teacher for constant support and solution provision. This listening method is good for providing superficial factual business education, but for deeper learning and true understanding one must look towards the case method of teaching.

The case method in essence builds on the natural affinity of human behavior towards group dynamics and sociability. It also forges a democratic environment in the class room, where student to student and teacher to student interaction is more purposeful. This is achieved through collaborative thought processes and learning dealing with real world examples, especially in the study of business.

The author also stresses on the moral need to realize that anyone opting for a graduate business education is actually in a position to immediately enter the world of business. The fact that the student makes this trade off should warrant respect for his hopes and aspirations and must be provided and equipped with the best possible problem solving/decision making tools and though processes, something that the lecture bases method is very limited in achieving. This disconnect between theoretical knowledge and its practical application in the real world is also an inherent issue with the lecture bases pedagogy.

According to the writer in the ever changing dynamics of the business world there is no right or wrong answer to any given situation. Hence mature judgment is a necessity which can somewhat be acquired through the case method technique.

What are your views on these ideas?

I, having gone through my first case study method exercise at the LUMS EMBA SOP session and subsequently reviewing the document in question, am amazed at the case method pedagogy's effectiveness. I am with agreement with the author on most of his arguments and ideas. While I may not entirely agree with the author's regimental view of first, second and third stage of development and acceptance of this mode of knowledge transmission at a personal level, it may hold true for people generally.

I for one am truly fascinated by the shift of the authority/ power center from the instructor to the participants. As opposed to lecture based method of transmission, I can safely assume, that the inner me is craving for more