I consider myself to be a student centered instructor, one who is equally inclined to complement both teaching and learning - balancing the imposition and exposition of inquiry and attainment of knowledge by incorporating recent findings and discourse into discussions of current topics or asking students how they would revise their approaches in the light of new information. Much of this is intended to keep learning an open and enlightened process - to discourage the tendency to premature closure on meaning, an uncritical dedication relegated to merely the transmission of facts and opinions. It has over time occurred to me that there is another tangible dimension to education, possibly unavoidable when students and teachers share a sense of being near the boundaries of the yet unraveling aspects of their discipline. This is the place where freedom of inquiry is necessary for discovery to occur. In fact, discovery is at the root of all learning, originally institutionalized to train future leaders, and only disciplines taught in this spirit can serve our students successfully.