The author reflects on a past educational experience where teachers believed in the capacity of students to absorb complex knowledge. This environment fostered trust in students and encouraged learning, as teachers imparted a wealth of information without reservations.

However, a shift occurred in educational philosophy; teachers began to withhold challenging content, believing it was unfair to those who struggled. This led to a generation of educators who, lacking the depth of knowledge to share, further perpetuated a cycle of limited learning opportunities for all students.