C. Roland Christensen's 13 sessions on "Teaching and the Case Method" are discussed. This collection of cases and readings on teaching with the case method in graduate professional programs and in the liberal arts is a statement of the rationale, methods, and recurring problems of the case method. It has much to say, also, about teaching and learning and about serious discourse concerning teaching and learning. Professors have invented many social conventions, such as the myth of academic freedom, to cover the lack of serious attention to teaching and learning. Direct scrutiny of a colleague's teaching is considered a violation of basic academic conduct. Another useful convention is the myth of the "art" of teaching. Sentimentalization of good teaching provides a way to recognize those who think seriously about teaching without challenging those who don't. Christensen assumes that the principle "how we teach is what we teach" forms the basis for a critical and systematic view of teaching and learning, with teaching seen as the creation, in concert with students, of a model of critical thinking, understanding, and action informed by knowledge. (SM)