We in the teaching profession have been trained to think of the learner first before we talk about the knowledge or skill we are trying to impart to him or her. In other words all the knowledge, experiences and skills we are trying to get the human individual to acquire must be designed in such a way that they are built around the learner. They must therefore be learner—centred. Knowing about the learner, in fact knowing the learner, is an important aspect of the teaching-learning enterprise. We must be conscious always of the learner’s needs, aspirations, strengths, weaknesses, interests, wants, problems, ambition, and so on. Unless the teacher is clearly aware of these things about the learner, the objective of the teacher and the immediate wants of the learner may run at cross purposes or in opposite directions. Very often society wants its individual citizens to behave or act in certain ways or to attain certain levels of social expectation, while the citizens themselves think differently. Unless both aspirations have a common understanding, nothing worthwhile may be achieved. For example you may not be able to persuade an individual to leave his home and go out to cast a vote for you unless he agrees with your plan or sees his own gain from doing that.