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Although there are myriads of books on how children learn and can therefore be taught, those teaching in further and higher education, and indeed in training, are much more thinly serviced. And yet paradoxically it is in these areas of education that there are fewest ‘professionals’, most academics and trainees having to rely on short courses which are rarely mandatory. Student activism has only occasionally concerned itself with the actual learning situation, and generally classes are either too awed, polite or indifferent to provide the tutors with the feedback essential to their professional growth.