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 What stuck out to me from last class was the idea that it might be better to teach to students' cognitive unconscious rather than their conscious. If we look at that idea in along side the idea that the cognitive unconscious does not know "truths" and has no concept of the truth, then these two ideas together seem to be saying that in teaching to a student's cognitive unconscious, teachers would not be teaching truths. Instead, teachers would be teaching to a system devoid of truths. If students were taught in this manner, would it matter then if teachers were teaching them explicit truths? or would it matter more how and why ideas are taught and how connections are formed? I do wonder though if it is entirely possible to teach entirely the cognitive unconscious and how such activities would be structured. I feel like if activities were based on teaching to the cognitive unconscious, then the overall objective of a lesson or activity might not be made obvious to the students. Rather than create a checklist of things to learn that is made available to the students, teachers would have to create activities that applied to a certain lesson but have a less obvious objective (at least to the students).