Introduction

The chapters that follow examine different working practices in TIE and the principles that, in the view of the authors, underpin that practice. David Pammenter’s essay has become a classic statement of what has been at the centre of the TIE process since its inception: devising. For that reason it is reprinted here with only a few minor amendments. Indeed the fundamental questions he raises about the function of education in relation to devising seem just as pertinent now as they did in 1980.