The - "instructional" mental model - that pervades - that perceives there must be a teacher who 'knows' some "knowledge," who then disseminates it downwards to a student who is to "receive" that knowledge - is too strong to be challenged for many. The problem is that mental model is so wrong in so many ways, not the least of which is the fundamental misunderstanding of knowledge. Systemically, and more accurately, there is no such thing as knowledge transfer. Rather, there is only learning - when a "learner,'" exposed to new information, constructs new "meaning constructs" for/within themselves. In truth, a teacher can only expose "information" in ways that might trigger a possible learner's previous meaning constructs to be challenged/augmented and subsequently modified if the newly exposed information can challenge the learner's previously held constructs. (a process that happens dozens, if not hundreds of times/day). The truth is we are all constantly learning. The fallacy is the "instructional" notion of teaching.