ABSTRACT
Teaching and learning are at the heart of the educational enterprise and, therefore, are the activities we would expect to characterise our educational institutions. Given that this is the case, we might also expect that philosophers of education would have used their time and expertise to clarify these important concepts. While such an expectation is, largely, satisfied with regard to teaching, it is far from clear that this is the case with learning. The asymmetry is even more surprising given that most analyses of ‘teaching’ assume an intimate connection-logical or otherwisebetween it and ‘learning’.
