ABSTRACT
How might one teach a course that makes use of the problem-generating ideas we have developed in this book? There are certainly many possibilities, but we would like to suggest the bare outline of one scheme we developed over a period of several years. Though there are several features of our course, the central conception is that of student as author and as editorial board member. Placing the student in such a role is a radical notion because it assumes a kind of expertise normally reserved for professionals. Such a reversal of role however is consistent with our fundamental notion that students ought to participate actively in their own education and not be mere recipients of knowledge.
