A common complaint in academia is the current need, or expectation by undergraduate students to be spoon-fed the course material. This is such a problem it was one of the major topics in the teaching course I recently attended.
It is not entirely the fault of the academics nor entirely the fault of the undergraduates. It is not even a problem of immaturity, it makes little difference if the students begin Uni at 17 or at 18. Rather it is a problem of differing expectations.
Lets look at the big picture. What does school teach children about how to 'learn'? Or another way to put it since video/computer games are so polific now, what strategy do kids learn is the best way to "win" (get an A) in school?
In my experience in highschool the most reliable way to get an A is to regurgitate the material/information presented by the teacher on the test/assignements. "Learning" entailed memorizing a set of facts to be repeated on demand. The teacher was there to present the information, generally in the form of giving lectures where the students are primarily expected to copy things down word for word.
In addition, key strategies include deliberately de-railing class discussion so less material is presented (and thus cannot be tested by the rules of "highschool"), and getting teachers to reveal likely exam questions (so you can pre-prepare answers to memorize). Teachers are generally happy to indulge since by doing so they ensure their students will do better on the test(s) and make them look like better teachers (because their students are all getting As!) and the benefits associated with that (job security, higher pay etc..). Demanding "spoon-feeding" is an excellent strategy to win the highschool game.
Academics seem to expect students to magically unlearn these rules and strategies, which have worked so well for 12 years, and start thinking critically about the material. In extreme cases, first and second year of undergraduate study reinforce the highschool rules and expect critical thinking to spontaneously emerge in third and fourth year students.
Worst of all, routinely during the "memorize-regurgitate" stage students are told they will be evaluated/tested on their 'understanding' by applying their learning to problem solving, which is more or less a lie. But this means it is very difficult to convince students they really will be tested on their understanding and problem solving and that they need to think critically about the material when the time comes. They just assume it is a continuation of the lies.
If we want to seriously address "spoon-feeding" we can't just talk-the-talk, we have to walk-the-walk. Firstly by changing the lecturing style to reflect a critcal-thinking perspective which makes students engage with the material rather than being recepticles. Second, instead of assuming critical thinking just "poofs" into existence from no where we need to be teaching students how to think critically. Third we need to change our evaluation methods so that "memorize-regurigate" is not a good strategy for getting As and we need to convince student a priori that it will be so when they come to the exam.
I will close on a note of optimism, students are capable of thinking critically just ask them why a smart phone is so important or to prove the education system is out-dated. (or why tuition fees are too high). They have just been conditioned not to during "education".
