As teachers, we often focus on the product of our work to the exclusion of the process of creating that product. That is, we talk about the objects our field studies—whether artworks, philosophical treatises, or physics theories—but not the thinking that went into producing those objects. Learning how an art historian, philosopher, or physicist thinks is arguably more important than learning about the seminal works in a field as it broadens student thinking in general, but we often overlook it in our quest to cover the key topics of our fields.
