Yes. This goes to basic misunderstandings of the goals of education. At the collegiate level, the goal (opinion statement) of education is creating deep under

Yes. This goes to basic misunderstandings of the goals of education. At the collegiate level, the goal (opinion statement) of education is creating deep understanding, higher level thinking, and life-long metacognitive and learning skills. While this may incidentally occur via a philosophical model of pedagogy that is driven by transmitting information, that approach is massively inefficient. Giving more information is not the same as creating better understanding. Creating better understanding requires time and practice. The phrase of art in educational research is Deliberate Distributed Practice...DDP. But you have to structure courses around it. The best method known is backwards design. Backwards design involves clearly identifying learning goals in advance and then backing out from that the appropriate content, pedagogical approaches, and assessment measures to achieve those goals. These things must by systematized and cannot be simply flipped on by teaching a faculty member basic elements of using active learning in the classroom. That won't work because such faculty members still hold a view of education as transmitting content, which is an entirely different paradigm in which lecturing actually makes rational sense.