Abstract
The purpose of this short article is to offer a critical perspective on Larsen and Harrington's ambitious and stimulating review article. It does so by drawing a distinction between teaching and learning and discussing how progression metaphors for describing the latter can distort the moral purpose of the former. My response to the provocation offered by the review article is to resist the temptation to urge yet more research effort on developing a learning progression for place and instead focus on what is required to teach about place effectively. This would need to be driven by clear teaching goals rather than some technical learning progression.
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David Lambert
David Lambert is a former high school geography teacher and Chief Executive of the Geographical Association. He is currently Professor of Geography Education at UCL Institute of Education, London, UK.