What follows are excerpts from what Christina Aubel wrote for a chapter in “From Teaching to Thinking,” woven in and out of our extended conversations about the urgency to inspire teachers to become imaginative, self-initiated thinkers. Having been in the field for decades, in such a variety of roles and settings, I wondered how Christina continued to sustain her hope for the field. Without knowing my musing, she indirectly addressed this as she began her writing.