Teaching the art of learning

S. Taylor wrote that the central purpose of a first degree is "to facilitate and encourage the transformation of a person from being reliant on being 'taught' to being capable of 'teaching' oneself in any area of interest for the rest of one's life" (THES, September 13).

I could not agree more. But I am baffled by the further assertion that students achieve this capability and confidence as autonomous learners merely by being provided with "exposure to: the highest calibre of academic mind; staff experienced and successful in pushing back the frontiers of knowledge; and a rigorous academic culture".

I am not clear how this exposure model of learning works. It suggests a world in which academics get on with the task of pushing back frontiers and developing their own rigorous culture, while students are expected to develop the capability to transform themselves, presumably by modelling themselves on these heroic academic figures.

My experience, and most of the published research into learning, suggests that students are more likely to become autonomous learners if they are actively encouraged and supported in this transformation. This implies a need for teachers who design and deliver their courses with this specific aim and have a sensitivity to the learning needs of their students. A high-calibre academic mind, adept at pushing back the frontiers of knowledge is neither sufficient, nor the best quality suited to bring about the transformation which is our goal.

BARRY JACKSON Faculty of art design and performing arts Middlesex University