Being able to understand how double entry bookkeeping works is a critically important skill for an accountant, but few accounting graduates understand or perform double entry at the level desired. It has always been taught using rules, never by principles. This paper responds to and rejects criticisms published in this journal by Richard Macve. They concern a paper I published in 2018 presenting Luca Pacioli's approach to teaching double entry using a principles-based approach. My response also uses grounded theory to reject Professor Macve's theory concerning the development of double entry by generating an opposing new theory to explain what motivated its emergence. Furthermore, it highlights problems in the use of literature in accounting history and uses theories of pedagogy and studies on teaching double entry to reject his insistence that it should be taught using a balance sheet equation approach. Several other comments/suggestions in his wide-ranging article are addressed.

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