The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying implications more tied to its literal meaning. This paper suggests that the constant reference to learning in the context of teaching carries the implication that teaching is always accompanied by learning. After applying Gilbert Ryle’s distinction between task and achievement verbs, the paper argues that under certain interpretations, the idea that teaching implies learning is deeply problematic. The paper proposes that we instead use ‘teaching and studying’: to communicate the deep connections between the activities carried out by teachers and students, without supporting the unhelpful idea that the activity of teaching must always lead to the achievement of learning.

在教学中，“教学”一词已基本取代了“教学”一词。语言转换是1980年代和1990年代更广泛的运动的一部分，目的是在教育过程中更加关注学习，该短语具有口号作用。在学习范式现在基本上没有争议的情况下，与其他前口号一样，该短语现在可能带有与其字面意义更紧密相关的含义。本文认为，在教学环境中对学习的不断提及暗示着教学总是伴随着学习。在运用吉尔伯特·赖尔（Gilbert Ryle）在任务动词和成就动词之间的区分之后，论文认为，在某些解释下，教学意味着学习的观念存在很大的问题。