ABSTRACT
This paper can be regarded as a key-note article to this section. The author provides a clearly stated point of view on what should be the relationship between the findings from research into learning, and educational practice. The model which he provides should stimulate thinking by research workers and by practising teachers. The former might seek to discover the key areas in which work is needed at Hilgard’s ‘applied research’ stages: the latter might question the extent to which his current practice is based on research findings. Other papers in this chapter provide pointers which should help to clarify both these issues.
