“What do we need to know for this test?” This may be the worst question of all. It reflects the fact that for many (students and teachers alike), education is a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create. I don’t think it is the student’s fault for asking this question. As teachers we have created and continue to maintain an education system that inevitably produces this question. If we accept Dewey’s notion that people learn what they do, the lecture format which is the mainstay of teaching (especially in large introductory courses) teaches students to sit in neat rows and to respect, believe, and defer to authority (the teacher). Tests often measure little more than how well they can recite what they have been told. Hoping to memorize only just as much as necessary to succeed on the test, they ask that question I never want to hear – the one exception to the rule that “there is no such thing as a bad question.” Frustrated with this question, and hoping to get my students to ask better questions, I decided to get to work creating a learning environment more conducive to producing the types of questions that create lifelong learners rather than savvy test-takers.