As we have progressed together through nine chapters of what have consisted of, for the most part, evidence-based theory and practice, the reader will perhaps allow me the indulgence of beginning this short, reflective chapter with a pair of personal anecdotes.

A senior colleague of mine told me once of a conversation that she had had with a student of education. Immediately after she had finished the final lecture, in a set of around 20, on the subject of educational psychology – a module within a higher diploma in education programme for secondary school teachers – a student approached her with a question. The student said, ‘That [i.e. the course] was great, but couldn't you just put it all down on an A4 page?’

This reminded ...

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