ABSTRACT
In this final chapter, Guy Claxton offers a personal overview of the contributions to the book, and draws out some of their common themes. He concludes that the framework of integrated learning theory has indeed been useful in highlighting certain important but neglected questions for adult professional learning in education, particularly those to do with the idiosyncratic affective, motivational and ‘personal philosophical’ attitudes and experiences of learners. The book has clearly demonstrated the presence of implicit theories of learning in the minds of teachers and learners, and their power to direct, facilitate or inhibit learning in a variety of ways and contexts. Guy also returns to questions of the broader context of education, and argues for the potential of APL to promote a much-needed learning to learn’ agenda throughout the education system.
