Barry Baker's doubts and suggestions for the new educational psychology in teacher training (Friday, April 13) still leave the topic lacking coherence. For instance, should I file The Magic Flute under audible, visual or kinaesthetic memory? If I fail to mention the performance next day at work, does this mean I have not been emotionally captivated?
Is "inforation" an example of jargon hurriedly borrowed from the high-tech industries?
A clear theory of learning has yet to emerge, one that might be used within the various disciplines by teachers and colleagues. So far the buzzword "learning" provides little practical support - the theories are underdeveloped.
Neil Richardson, Ossett, West Yorkshire