Your article (Creative Learning, March 1) on translating various theories into learning across the cirriculum fell short of defining what "learning" is.
Listening to the Magic Flute for the first or the fifth time? Rehearsing the Queen of the Night aria in private or singing it in front of an audience? Until the clever folk promoting thinking skills provide a sharp definition of learning we cannot assess whether they have something important to offer, which, admittedly might be the case. For now, phrases like "making magic", "the world of education" and "optimum environment" tell us nothing. Neil Richardson