Kenneth Wilson, a Nobel-laureate physicist at The Ohio State University, co-author of Redesigning Education uses the analogy of climbing a mountain when describing what teaching means for new teachers. “There are two ways to get into it,” observes Kenneth Wilson, “You could take a practice run with somebody who has lots of experience and the ability to share it. The other way is to be taken to the base of Everest, dropped off, and told to get to the top or quit. If you don’t make it, your enthusiasm disappears, and you seek ways to avoid similar challenges in the future.” (1)
