"I didn't get it," said my eleventh grade English teacher, Mrs. Williams, after reading a short story that I had just turned in for class. After talking to Mrs. Williams about the story for some time, I realized that what she didn't "get," was not a line of dialogue between two side characters, or an encounter that happened in the story's last act, or even why I chose to name the story what I did. In fact, what Mrs. Williams didn't "get," was the story in its entirety. Now, the reason that Mrs. Williams didn't understand the story, is not that I am some genius with a tendency to conjure up statements that are incomprehensible to all those that are not geniuses themselves, or even that I'm some fool, who, even while writing, fails to comprehend the pervasiveness of their own stupidity. The reason that Mrs. Williams didn't understand the story was that prior to reading it, she was taught, and rewarded for, implementing methods of understanding information that can't adjust for minor deviations from an established rubric. Mrs. Williams is an example of someone that does not know how to think. Moreover, I think that the reason that a growing number of students, teachers, and professionals across America seem not to know how to think, is not that Americans are becoming increasingly incapable of thinking, but that the expectation that it is the responsibility of America's universities and high schools to show students "how to think and how to choose,"(6) as Andrew Delbanco puts in his essay College at Risk, is an expectation that can't possibly be fulfilled, and one that is doomed to handicap all those that expect it to be.