ABSTRACT
The author of this paper has been extremely influential in bringing about a reconsideration of the role of reception learning and expository teaching. He has also proposed a view of meaningful learning which provides a very useful model for looking at school learning. An important aspect of his general thesis is that rote and meaningful learning on the one hand, and reception and discovery learning on the other hand, are two distinct dimensions of learning and that the equating of reception learning with rote learning is profoundly mistaken.
