We are often told that being able to “think” is good and that ”thinking outside the box” is even better. Just as often, we accept the foregoing maxim as true without even needing to pause and think. But suppose we do. Suppose we take time to think about what it actually means to “think”, and to unravel the relationship between “thinking”, “knowledge” and ”truth”. How might all this inform our practice as tutors? TCX 27 interrogates these issues in relation to ODL education.

Editor's Note
Letters to the Editor
Tutor Reminder
From the Dean's Office
The Reality Behind Educational Psychology
Beyond the Box
10 Steps to Better Tutoring
Between Theory and Practice: Constructivism, Poststructuralism and the Role of the Tutor
Radical Thinking: An Historical Perspective
Thoughts About Tutor Training at OUM
Tutor Profile

If I want my learners to succeed in their studies, I should guide them to:

Think outside the box by being more open-minded about new knowledge
Apply their knowledge and experience to solve problems in the classroom
Understand the art of learning and memorise the relevant facts
Think for themselves on what suits them best in their studies
View Result