Abstract:

Both the Student-Centered Learning Approach (SCLA) and the Teacher-Centered Teaching Approach (TCTA) are analyzed through the author’s long and multifaceted personal experiences and the relevant contribution of researchers, educators and experts in the field of pedagogy, linguistics and social sciences, covering a time span of about fifty years, exactly the period when very significant changes have taken place.
The article refers also to how the SCLA approach started in schools, and how to introduce it also into the lecture rooms, with some attention to today’s situation in the Italian universities.
The main topics dealt with refer to learning styles, the role of the human brain and the taxonomic areas, to new roles of learners and teachers, to Covid 19 pandemic.