ABSTRACT
The idea of learning to learn has attracted attention in recent years from various groups: the advocates of continuing education, curriculum theorists, cognitive psychologists, educational reformers, and teachers of study skills. Most of the advice on learning and remembering is more applicable to rote-learning than to meaningful learning: in particular the usual advice on recitation, interference, over-learning and the distribution of practice. Teaching study skills is not the same as 'learning to learn', even when they are embedded in regular learning tasks in classroom work. For students or pupils, the essential value of discussion about study is to raise their awareness of methods of learning and eventually to lead them to a conscious development of their own learning strategies. 'Learning strategies' is a mid-way concept between the abstract generalisations of study skills courses and the specific subject-linked techniques of learning currently taught, and may thus provide a way to resolve the 'skills dilemma'.
