ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book begins the story of English in the era of confidence before the middle of the last century and looks at the crisis of confidence that occurred in the world of literary criticism a few decades later. It argues that finding ways to take our more able students beyond the confines of the syllabus is critically important. The book reveals in the possibilities of a curiosity-driven classroom, and offers considerable evidence from research that beyond intelligence and conscientiousness, curiosity is the third pillar of academic achievement, and that the journey from messiness to mastery is entirely feasible. It explores the notion of marginal gains and 'internal locus of control' which can often be lacking in learners who start too young and who are pushed too hard.
