ABSTRACT
Education is rich in discussions of teaching methods. There are many excellent books that distill the practical experience of outstanding teachers, some focused on teaching in general, others on particular subjects. There is no point trying to compete with or add to this valuable literature in a single chapter – even if I could. A difficulty with this literature, however, is in the transference of its practical wisdom. Reading accounts of the most inspiring teaching can energize us, and give us some practical ideas to incorporate into our own teaching. But however much we admire the ideas and descriptions of practice of – to choose more or less at random – a Dorothy Heathcote or Frank Smith, their practical guidance can go only so far. Their influence is unquestionably significant and beneficial, but the inspiration which, one feels, ought to affect all teachers and lead to a gradual and general improvement in pedagogy through the years seems to become dissipated in the profession as a whole.
