This article presents the author's critique of Jennifer A. Rich's essay titled "How Do We See What We See? Pedagogical Lacunae and Their Pitfalls in the Classroom." Rather than adopting the classic "how I solved a problem" narrative, Rich relentlessly focuses on her questions and problems--their contexts, their complexity, other questions to which they lead, and their ramifications for teacher assumptions, student learning, and the discipline as a whole. In narrating her reflective journey, she does not tell a linear, progressive "heroic story" that shows her growth, her enlightenment, her evolvement into a better-informed teacher; she captures her reflective detours instead. As a reflective practitioner, she does not represent her initial questions merely as an expedient springboard to improved pedagogical understanding and practice. The answers she "suggests" are not definitive; nor are they as clear, as well organized as those in the typical academic essay. The author contends that Rich's article has offered one of the possible models for more nuanced representation of teaching and learning. By concluding her reflection with questions rather than answers, Rich invites readers to participate in a conversation not only about a cluster course on mass culture but also about the necessity of deep self-reflection on the process of teaching and learning.