The emphasis is as much on the analysis of individual's cultural positions in relation to the texts, as on the texts themselves. The text can provide no correct answers in this situation, but simply become raw material for the development of the individual's critical thinking. To adopt this perspective is to understand that the selection of a text by Robert Hughes does not tell the reader about the history of art, rather the student is encouraged to think in terms of the text as a single voice attempting to tell us something about the history of art. In this way it can be critiqued and compared and contrasted with other voices. The careful design of packs is essential.
Students look for an authoritative voice in study packs.
This does not mean that the packs need to become didactic, rather that they present a variety of voices from which students are freely encouraged to evaluate and make judgements. Such judgements should be well informed by the opinions and attitudes current in a wider cultural discourse. A collective learning culture is essential if this is to take place. In this culture the voices of all group members can be heard. The tutor no longer shapes thinking, but facilitates it.