Debates regarding higher education's relevance and responsiveness to societal exigencies have in the past three decades resulted in the development of programs with leitmotifs such as "service learning," "problem-based learning," and "civic engagement" (e.g., "Scholarship on Teaching and Learning," McNair Scholars, etc.). A recurring theme in these enterprises has been the emphasis on honing students' capacity for criticism. And while this faculty is valuable, it may be ultimately insufficient for students' active and productive problem-solving and concrete engagement. Heuristically employing Giambattista Vico's rhetorical pedagogy, this essay investigates a programmatic effort to respond to this overly critical orientation. I explicate a formal parallel between the criticism launched, on one hand, by the Intellectual Entrepreneurship Pre-Graduate School Internship at the University of Texas at Austin against public research universities, specifically the elimination or reduction of structural and instructional ambiguity and prioritizing of criticism, and, on the other hand, by Vico against Cartesian skepticism, specifically the critical teaching methods generated therein. I thus articulate a model of invention as taught through practice, and advocate a pedagogy based on this revitalized invention, demonstrating its utility in students' realities. (Contains 85 notes.)