At a time when serious pronouncements and decisions about education are made by noneducators, it is important to take note of the practice and impact of teachers' collective reflective resistance. This means foregrounding learning that is organic, artful, and contemplative--that puts first the humanity of students and teachers. This is a story of one such initiative, told through scenes from a recent Teachers' Inquiry Project seminar. In 2011-12, educators from school, community, and museum contexts came together throughout the year to share pedagogy, collecting and building common resources and methods in a deliberately cross-disciplinary setting. By reaching beyond boundaries of discipline, institution, and geography, these educators were engaged in resistance to education that compartmentalizes, fragments, and dehumanizes. (Contains 1 footnote.)