ABSTRACT
This chapter deals with the relationship between learning and practical pedagogy and concludes with some considerations about present-day education policy in the perspective of learning. I will, however, begin by pointing out some very widespread misunderstandings or simplifications about learning in which we all are more or less socialised and which one repeatedly meets in discussions about learning, pedagogy, teaching and education policy with students, parents, teachers, administrators, politicians and, unfortunately, also oneself, at least if one does not very consciously and carefully try to avoid them.
