Over the course of many lectures given between 1993 and 1994, the conflict between what Education 2000 was recommending, and the increasing pressure to work to the prescriptive requirements of the National Curriculum, encouraged the Trust to define learning as … “a reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge”. There seemed to be an ever increasing gap between what should have by then become clear from the biomedical and cognitive research, and the decisions being made by politicians and their advisers which were almost exclusively based on long-term analysis of what worked, or did not work, and exclusively concerned with current practice.