ABSTRACT
If we are to work our way towards a better understanding of education and the goods it dispenses, the most obvious connection to pursue is the connection with learning. Even if we refrain (as many psychologists do not) from employing the term in a manner clean contrary to normal usage, we may still find that the concept marked by 'learn' is a curiously elusive one. There are temptations to delimit it too narrowly in some respects, and too broadly in others; and we shall see later that both these errors have important practical consequences for education.
