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A fashionable cant in education is that teachers are not so much concerned with teaching as with learning. This belief emerged mainly as a result of the work of new thinkers in the 1960's who directed attention to the importance of the learner in the learning process and who heightened an awareness of knowledge as a variable rather than as a given. The resulting re‐appraisal of teaching methods focussed on learning as “acts of cognition, not transferrals of information”, with the teacher as a facilitator.

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