The theme of 'communities of practice', reported by Bertram Bruce & John Easley is equally relevant. The emphasis in the work of the longstanding 'Dialogues in Methods of Education' initiative is that effective pedagogy requires discipline specialists and school-teachers to pool their understandings: professional mathematicians naturally concentrate on the logical sequence of technical operations, whereas teachers are equally concerned with such matters as neatness, care and 'doing one's own work', as part of their professional concern for the moral dimensions of education. In this sense, all teaching is inter-professional. It is a particular pleasure to include this article -- which contains some helpful practical guidance on managing dialogue as a constructive learning process -- as a tribute to the outstanding educational work of the late Jack Easley.