Why Some Teachers Refuse to Answer Directly
An interview-adjacent essay on indirect teaching, drawing on conversations with practitioners about the pedagogy of the unanswered question.
Ask a direct question of certain teachers and you will often receive, in return, another question.
Students new to this style of teaching frequently experience it as evasion, or even as a kind of power play: the teacher withholding knowledge they clearly possess. Conversations with practitioners who use this method suggest a different intention entirely.
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No notes yet. The first reflection can set the tone for the rest of the conversation.