Your reply highlights two critical points in modern education.
I think that there are many who agree with the person who asked, “why can’t they let the professor regurgitate his rich knowledge to the student?” The lecture approach is a viable teaching methodology whose efficacy is still recognised (Van Klaveren, 2011). One reason students select a particular university is to meet an hear the words of and be taught by certain professors.
The second point is that there is often an ideology behind change. My sceptical stance on this issue is simple: if there is ample evidence for both sides of an argument, promoting one side must be seen as an ideologically based act. This is not a bad thing, and educators need to believe in the efficacy of our actions. As academics, however, our view must be broader than that of a classroom practitioner and be forever looking for evidence that disproves our theories. Change is not always the right thing to do. Knowing when it is and when it isn’t is the real problem. I certainly have no commitment towards change when it is negative.
L, I posted a short review of your concept map in the Feedback forum. Apologies for the delay. Last night, a typhoon struck Sendai and we were on evacuation alert until early morning.
Van Klaveren, C. (2011). Lecturing style teaching and student performance. Economics of Education Review, 30(4), 729–739. http://doi.org/10.1016/j.econedurev.2010.08.007