ABSTRACT
In this book, Edwards, Haywood, Meagher and I each consider the question of how students learn. It is almost implicit that teaching should be that process or activity that promotes learning in the student-learning broadly conceived. In searching for clues as to the nature of that illusive construct ‘good practice’, we must also entertain the possibility that some learning could be not only ineffective but also damaging to future competence. This is an issue that is not irrelevant to the issue of methodology, as I hope will become apparent.
