ABSTRACT
Statements that break away from the constraints of the situation as typically conceived are not beyond our students’ reach. This is certainly the case if the students are encouraged to unpack what Jolliffe (1999) calls status quo thinking, the commonsense understandings or readings of the problem, as part of their preparation for formulating the thesis or hypothesis. The extent to which they are successful at doing so, then, feeds our sense of stimulation at this new way of seeing a problem.
