ABSTRACT
It is always somewhat humbling to see what sorts of things might make the difference in a conversation about how to conduct a rich, generous inquiry in a classroom, one based on a sense of vivid abundance and intellectual love. I have been lecturing for 8 months, on a weekly basis, to a large group of first-year student teachers about the character of such inquiries-bringing forth dozens of examples, talking in great detail about the philosophies behind inquiry, and so on.
