The long-maligned lectures holds sway (if not student attention) in most higher education institutions, and gives many HE professionals their job title.

In her article ‘Lecture me, really’ Molly Worthen bravely pledges her troth to this time-tested practice, so unjustly spurned by modish educators.

In her article ‘Lecture me, really’ Molly Worthen misguidedly chains herself to this archaic practice, so wisely rejected by enlightened educators.

Pieces in defence of the lecture appear regularly – and are met by a celebratory “hooray” from its avid and loyal admirers, and by dismay and bewilderment from its detractors.

Whichever tribe you belong to every vindication or condemnation offers valuable opportunity to revisit dearly held assumptions about the way we teach and the way in which students learn. Engaging in debate about divisive practices like the lecture can reinvigorate our engagement with the big questions: what can a University education do, how should it do it, and how do we as educators and students as learners best achieve our goals?

So, maybe not lecture me, really, but disagree with me, absolutely.

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