Deep learning is always desired over surface learning, the latter being the acquisition of detached disparate knowledge that is neither integrated into one's existing knowledge formation nor into one's conception of oneself and the world. Deep learning has been described as an approach and an attitude to learning that require learners to use higher order cognitive skills in a way that is furthermore personally meaningful. Its results are world(view) changing and infinitely more long-lasting. Not least, it leads to the ability to solve problems in new or unfamiliar contexts, which is precisely what merit-upholding employers and societies need in these times of radical flux and change. To want to promote deep learning is easy. But how do we, as tutors, promote it? And how do we know that we are actually promoting it when we claim that we are already doing so? These are the critical questions examined in TCX34.