The Prussian Way And Anglo-Saxon Way

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There are two classic concepts of teaching (Phillips & Ochs, 2004), called Prussian way and of teaching, Anglo-Saxon way, usually applied in a mixed form. The Prussian way emphasizes the importance of the lexical knowledge and the one-sided communication. The backbone of this teaching is the lectures and the learning from books. Due to this structure, the classic explicit knowledge element transfer is very effective. The Anglo-Saxon way emphasizes the debates and discussions and the two-sided communication. The core tools are seminars and the teacher is more like a tutor, moderator or facilitator than a classic teacher. Due to this structure, the tacit knowledge element transfer is more effective than in case of the Prussian way of teaching. Since there is less emphasis on the explicit knowledge transfer, students should acquire lexical knowledge from other sources (e.g. books or internet). Westwood (2008) formulated otherwise the core approach to teaching. One is clearly student-focused and aims a deeper conceptual understanding and change in students. The other is rather teacher-focused; it is about the effective transmission of information and skills from teacher to learner. Kirschner et al. (2006) referred to these two approaches as ‘minimally guided instruction’ and ‘explicit instruction’ respectively. Among others, Adkisson and McCoy (2006) call them ‘progressive methods’ and ‘traditional didactic teaching’. Westwood (2008) collects student-centered and direct teaching

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