ABSTRACT
The conception of education as a practice that ought to be based on evidence is not friendly to educational forms that do not produce evidence. This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book addresses one such educational form: study. Study does not measure up to the demands of evidence that it make either its effectiveness or its process visible. The activity of studying and the role of the student operate precisely in the gap between what is taught and what may, in the end, be learned or assessed. The book examines how the discourse and practice of study affects our understanding of teachers and teaching. It also addresses study not as individual and private activity, but as a collective and public one. The book argues that the university ought to remain, or be reinstated as, a place of collective public study.
