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From the author's introduction: This paper grows out of my reflections on my own introduction to learning theory. In it, I hope to accomplish two things. First, I present a modest proposal for becoming a better teacher. My thesis is simple: by knowing more about ourselves and our own learning processes, preferences, and inclinations, we will become better teachers. We will discover why we have elected to teach as we do, and we will also uncover when we have been on automatic pilot, blithely accepting the role of law professor, as conceived by our institutions, our students' expectations, and our preconceived assumptions. Second, this paper is a kind of phenomenology of discovery about learning theory. This is not a didactic essay. It is a self-report of my own reading of the literature of applied learning theory. It is a story of self-discovery, a starting place for the harried law professor who needs a map of the learning theory terrain.