Mike Rose, author of "The Mind at Work," extols both the wholesome, pragmatic qualities of handcraft and the implicit intellectual skills required of its practitioners. His recent article, "Rethinking Remedial Education and the Academic-Vocational Divide," is titled with a call to action; in these few words alone, Rose problematizes the polar divide between the terms Academic and Vocational and encourages others to join him in exploring the role that so-called remedial education plays in supporting or blurring this dichotomy. In this paper, the author attempts to make a case for kinesthetic problem-solving curricula as a response to Rose's (2012) eventual question about reframing remedial courses: "What kind of education will all this yield?" Rose's article is a thorough explication of the problem of remedial education, which can be projected onto American education on the whole, if not even further geographically. As an educator involved in practice, the author recognizes the frustrations Rose encounters and shares in lamenting the state of education. (Contains 1 figure.)