As a university professor and graduate advisor, I have often had to counsel students on what it means to "study" in an institution of higher learning, especially in graduate school. The first question the typically "good" students ask after attending the first session of my seminars is invariably: How could I identify possible exam questions from what transpired in the classroom instruction process?

When assured that the emphasis of learning is on critical reading, creative thinking and discussions, they raise the next question: Can you deliver a lecture that outlines the complete contour of the field or subject?

Most students are not used to thinking on their own, or participating in and contributing to class discussions. They would rather enjoy being fed with "definite" knowledge by instructors. But they have to change their idea of what "knowledge" means, which assumes greater importance as they advance in their levels of education. Sometimes, I tell them the truth: none of the "theories" we learn should be regarded as "definite truth".