ABSTRACT
In educational practices and their conceptualisation, when scholars and practitioners write and talk about education and pedagogy, there is very little about nothing and much more about technology. In order to justify such a statement, the author extracts three illustrations pertaining to preset curricular endpoints, competence-based education and learning theories. The dominant implementation of competence-based education and assessment in different national contexts, as well as across the European Union, also poses a challenge. The non-nothing and exhaustive technological tendency is also present in theories within pedagogical learning theories. When dominant cognitive learning theories with severe pedagogical implications offer the optimal pathfinding for becoming human beings such as teachers and students, it is argued that there is some form of continuity between levels and stages. Mechanisms are set out that are used to account for developmental and learning change, difference and continuity.
