ABSTRACT
The two features of teaching that I have emphasized in going beyond Ro¨dl’s account are the generality of what is taught (not just general judgments, but a system or structure of understanding) and the role that teaching plays in creating the conditions for new inquiry. These two features can be seen to be related as follows. If the science, art, craft, or other kind of practice into which the learner is initiated through teaching is seen as something that itself has a history, and which can be expected to develop and evolve in the future, then, if it is to be no accident that the knowledge persists through time in this manner, it must provide not only for its own replication in a new generation of knowers, but also for its own development in a new generation of epistemic practitioners.
