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Short Author Bio(s)

Charles D. Morrison is professor of music theory in the Faculty of Music at Wilfrid Laurier University in Waterloo, Ontario, Canada. Dr. Morrison began teaching in the Faculty in 1987 and served as Dean of the Faculty from 1999-2010. He has presented papers and published articles on the music of Ligeti, Schoenberg, and Bartók, and has published on topics in aesthetics, music perception, and music education. Morrison’s disciplinary research involves temporal dimensions of music perception, aesthetics of the listening experience, and the construction and perception of the musical present. His research in teaching and learning includes the development of a ‘student-as-scholar’ model, using the template of an academic/professional scholar as defined by Ernst Boyer in his Scholarship Reconsidered. His current work deals with distinctions between information and knowledge and transformational processes linking the two.

Abstract

While the now-clichéd shift from ‘sage on the stage’ to ‘guide on the side’ that characterizes the changing role of teachers is a good start, it is just that – a start. In this paper, I argue for a detailed look at the concomitant shift in the role of students, as they leave the world of passive recipients and join the ranks of active participants in the teaching-learning nexus. The paper discusses the problematic conflation of the terms ‘information’ and ‘knowledge’ that surfaces in consideration of the shifting roles of teachers and students, and argues that, in addition to defining information and knowledge precisely, we must consider the significance of the processes that transform the former into the latter. And finally, I reiterate the importance of making these distinctions and defining these processes not in the abstract but, rather, in the context of the various disciplines.

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