ABSTRACT
This paper discusses the need to teach fatigue and fracture, but is cautious about making appeals for funds for research based on a perception that fracture is important because the economic consequences of failure can be large. The author's experience in teaching fatigue and fracture on introductory courses is discussed. A nonmathematical approach to Linear Elastic Fracture Mechanics is presented, together with a discussion on the uses of case studies, history and size-scale in fatigue and fracture courses. Keywords: Teaching, fatigue, fracture, fracture mechanics, history, case studies, sizescale.
