ABSTRACT
The implications of what was learned from the cases, however, have the effect of shifting the explanatory processes of the cognition involved. One of these shifts involves unlearningthe assumption that learning is located solely in the mind in the area bounded by the skull. Learning to think like an historian meant encountering difference. One educator observed, for example, that students had difficulty making sense of religious nuns in medieval Europe. The finance class's moment of surprise was the pedagogy which most aligned to teaching that encouraged students to question assumptions and reflect. A theme of emotions involved in questioning assumptions and openness to new perspectives emerged from various pedagogies. It is because people have emotions that inquiry often has a purpose – whether it be wonder or curiosity, to relieve anxiety or to fulfil a desire. The ethnographic cases demonstrated the emphasis these educators gave to working with authentic disciplinary or professional tasks.
