This reminds me of a doctrine from one of my mentors who allowed me to see that I must be perturbed over the thought of surpassing myself. In this sense it is a collaborative effort. If I may tie it to a metaphor, problem-posing education makes me think of a giant pump trolley where neither teacher or student can properly advance without the other's contribution. We must also decide in what direction we'll travel.

Yet again this is a piece of text that makes me look introspectively, beyond the scope of education. I can confidently say I have not come across this specific concept/question before in this field. It does make me look back at my previous annotation though where I thought about introducing this as a conversation starter. "Are you influencing the world or is it influencing you?" It is exciting to think about what my students might answer.

So far into this text, it seems as if there is a real necessity to introduce philosophical conversations amongst teachers and students, regardless of the subject of the class. Similar to Villegas, A. M. & Lucas, T. (2002), there are situations where direct instruction is adequate given our profession but encouraging self-discovery early on is not something I have explicitly expanded onto my curriculum. Plenty of existential food for thought which I did not expect honestly.

At my own school, many students are interested in a entrepreneurial careers that stem from an understanding of their own parents financial constraints. As a math teacher I have found that developing scenarios that deconstruct common financial struggles that relate to them brings about more questions from students and makes the rest of the curriculum more consumable as they also grow an appreciation for an instructor that provides "actually helpful" skills, in their view.

I have come across this mindset often particularly within the political science circles my friends would invite me to. I agree that it is necessary to be knowledgeable about the history of this field and others as it can instill hope for future change. However, some have described the roof of change to as only so high or the pace of change too slow to become a contributing agent themselves. Therefore, this idea has jumped sides in my personal experiences.

I find this particular excerpt quite compelling as it calls back to previous fears I had as an undergraduate student. Being an international student, meritocracy itself wasn't a culture shock but the complacency with leaving folks behind academically, despite a lack of further inspection into backgrounds (that could uncover discernible inequity), definitely took me aback at first.