Much of what we do in the classroom is habitual. We do it so often that we can look at it and still fail to see the underlying assumptions. The question then, raised by the authors of the article referenced below, is this: “How do individuals discover and challenge tacit taken-for-granted assumptions in their teaching practice?” The authors suggest that teachers use “metaphorical mirrors.” They do a workshop during which they challenge faculty to probe a personal pursuit (hobby, activity, interest, or sport) and extract from it metaphors that might point to assumptions they make about teaching and learning.