Abstract
The deep/surface metaphor attacked by Webb (1997) is defended here interms of its validity as a description of important differences in the waysin which students learn, and also on the basis of the encouragement it hasbrought to academic staff to teach in more effective and imaginative ways.Post-modern theories which endorse extreme relativism are not seen as helpfulto the main concerns of either academic staff or educational developers.
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Entwistle, N. Reconstituting approaches to learning: A response to Webb. Higher Education 33, 213–218 (1997). https://doi.org/10.1023/A:1002930608372
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DOI: https://doi.org/10.1023/A:1002930608372