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The rapid changes to the ways in which most are teaching at the moment have led to some recurring debates that are surprisingly persistent despite what I would argue is strong contrary evidence. Fortunately, colleagues are rarely rude, deliberately divisive, dismissive and provocative like the Times Educational Supplement piece that appeared during the autumn term of 2020 (Anon, 2020). In this article an anonymous academic berated educational ‘evangelists’ for trying to force new teaching ‘fads’ on resentful academics, who apparently burn with resentment at being constantly torn from their research and burdened by inanities like teaching. The colleagues I have in mind, by contrast, are almost universally rational and reasonable and do take teaching seriously.
