Does Spoon-Feeding Impede Independent Learning?/ L'alimentation a la Cuillere, Est-Elle un Obstacle Pour L'apprentissage Independant (Report‪)‬

1. INTRODUCTION Of many objectives of the higher education, there is one goal that defines education itself. That goal, which is the most challenging one to attain, is, to build an intellectual development of the students as a result of mental challenges. One can simply obtain the highest mark in the examination. However, this does not necessarily mean that the person has improved his/her intellectual development. This is because the mark does not really represent the critical thinking a student should have possessed after the education process. On some occasion, the students might have been conditioned with such questions in the examination that they would not be able to devise another way to answer the same questions. Hence, critical thinking does not occur in the mental state of the student. In another case, the students experience a process of mental challenges only at the initial phase during lab experiment. However, the lecturer suddenly turns the activity into a routine activity by explaining all the details to their students. This tendency to spoon-feed the students may be a contributory hindrance for students to grow into an active and lifelong learner.