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Hinterlife Glossary
My students love jargon and acronyms. They rapidly learn from their teachers that jargon helps them to compete, obfuscate, and on rare occasions to explain. (Professor Horace, YouTube Video #4, 2010).
Hinterlife University employs the 'obstructivist' approach popular in modern education. The Hinterlife videos feature various obstructivist terms and acronyms, reflecting the distinctive philosophies of HU's academic staff, Professor Horace. Here are some key concepts.
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Obstructivism
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Uses of jargon and other argumentation to compete and obfuscate
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Constructivism
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The philosophy that students learn better by constructing their own learning experience; the converse of obstructivism, though with similarly inconsistent academic outcomes
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Learner-centered learning (LCL)
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An objective of constructivist methods
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Learner-centered learning centers
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Places where students go to construct their learning
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Teacher-centered teaching (TCT)
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A self-centered teaching approach overlooking the role of students
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Online learning
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(E/open/distance learning, etc.) An educational approach overlooking the role of teachers
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Teacher-centered learning (TCL)
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A natural corollary of LCL and TCT, rarely discussed in the educational literature
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Power of belief
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A philosophy taught to students, athletes, etc., whereby if you believe you will succeed, you will
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Power of retroactive belief
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A philosophy taught to students, athletes, etc., whereby you believe you succeeded even though you lost
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Learner-centered teaching (LCT)
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Whereby teachers have the learners' interests at heart; also neglected in educational parlance, possibly owing to its rarity
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Student-centered studying (SCS)
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A concept developed by Hinterlife U students; likely to sustain discussion of LCL for another few years owing to its apparent novelty
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Surrogate-based learning (SBL)
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Uses of stand-ins to do the learner's work; easily achieved in online learning.
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