This article takes an academic distancing by engaging on what the phrase “to teach” means. The intent is to step back with an openness to critically lay out what constitute the task of a college schoolteacher. It is recognizable that tasks of a schoolteacher are multifaceted, ranging from taking a real interest in their students' lives and aspirations to helping them understand who they are, to discover their passions. However, the thesis of this article is that teaching transcends indoctrinating or proselytizing and as such every classroom must have a sense of neutrality that allows an atmosphere of respect for the play of the mind. It argues that a schoolteacher who helps people to understand, have to critically examine what motivates, be cognizant of what the students can consent, and be able to create a forum for appropriation of subject matters as well as dealing with complexities that surface in an intelligible, critically-dialectic and sensible way. Knowledge or the bid to acquire it, must not be a vehicle of imposition, power and oppression. The article concludes that it is the task of both the schoolteacher and its students to be willing to enter discussion with “open-ended” conviction and not necessarily with “absolute” conviction if a localized or stereotypical mode of reasoning is to be eschewed.