This article explicates the role of the “professor” in educating students in concepts. We propose that information, i.e. the concrete facts or illustrations that underpin concepts, must be held to a minimum in order to allow students to internalize – in an active mode – their values, principles, and theories. Complementing the minimization of information is the full presence of the professor as a personage who guides students through the multiple perspectives associated with learning and implementing concepts.
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