ABSTRACT
Teachers, students, administrators, and other key players have been showing a discontent with the essential goals of universities and colleges in North America and across the world. This discontent is manifested through a myriad of publications, works, reports, and even every-day conversations, which point out that higher education institutions are not producing meaningful and long-lasting learning. Instead, they are producing surface learning. In this chapter, I will briefly examine this discontent. I will also explore the main characteristics of the prevailing paradigm in higher education: the Instruction paradigm. The goal of this examination is to draw your attention to some taken-for-granted artifacts of our universities and colleges, which need to be changed if we want to create environments that are conducive to student deep learning.
