1. Granted

So obvious are the things I will be talking about, that we may call the subject matter 'commonness' or even 'the readily visible'. It is therefore something accessible, and perceivable through everything we do. And this kind of observation of what is seen and already visible we may call perspective.

Perhaps you've recently experienced a moment of significant growth, where you saw something you didn't before, or in blissful perfection, grasped a thing so well that it altered you. The altering realization was one of attention, of noticing something. In that noticing, the previously unknown is realized, it is moved into something no longer taken for granted. This is un-granted, it is wisdom.
By this definition, wisdom finds itself already mired. Aphorisms are king of grantedness, providing the one considering it with near immediate 'understanding' of the topic 'in question'. This form of understanding is often shallow. As it is understood, it is now moved back from consideration into grantedness. Our challenge is to prolong the state of 'in question' regarding our topic before resigning ourselves to understanding it.

The topic in question is teaching. The teaching done before obvious constructs of academics. One often chooses to be taught when pursuing academic goals or careers, but we certainly are not always choosing to be taught about death, loneliness, and general incorrectness. Perhaps one has a choice whether or not to learn from these experiences, but we cannot say we always have a choice about the teacher in question. Furthermore, it is absurd to think that one always has the ability to teach willfully or accurately. Certainly one reason for living is not teaching the ones we love about our death, and certainly we will be forced to teach our loved ones of this in time.
Verily the things we teach to others and will be taught are partly out of our control. This influencing of each other is largely an invisible thing.  But we see new things with new perspectives. As we see the invisible, such things are moved out of being taken for granted. This is an essay on my perspective of the disposition of teaching and that of learning. Something I call 'to be imposing' and 'to be exposed'. I'll begin with the assumptions of such a perspective and follow with the dispositions themselves.