ABSTRACT
By way of a contrast to our preceding chapter, in this section we will consider a number of general educational principles and theories. These will serve as our rationale for suggesting an inclusive approach to teaching. While many academics do not have time or inclination to study educational theory to a high level, neither do they generally want prescriptive or ill-conceived educational models imposed upon them. Clearly most academics wish to know how a certain approach can be justified. We cannot, in this text, focus on educational research in depth, but in our summary we will flag up themes and further reading that you can pursue and critique if you are interested.
