ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book shows how people placed in very different practical or theoretical situations have thought and acted in relation to their disciplines and their students — with a little more conscious deliberation and reflection. It looks at a murky area, best defined negatively as those aspects of education under headings like 'mathematics', 'English literature', 'metalwork', and so on: and titles like 'moral development', 'learning to be human', etc. are only attached very loosely to these aspects. Many people will regard education as like some aspects of medicine, in that they think 'researchers' or 'experts' are able to 'tell them what to do' rather as doctors may tell one what medicine to take. Educational methods — unlike pills and medicines — are for the most part only effective when used by those who understand their point and rationale.
