In the Apology Socrates states that his method of inquiry allows those who listen to him to engage in critical discourse on their own; Paulo Freire echoes similar sentiments in debunking what he calls the “banking concept of education,” i.e. the concept of education that entails the teacher depositing knowledge into the student. I agree with these thinkers in stating that the aim of education is to allow students to think critically on their own. Critical thinking abilities enable students to encounter imaginatively issues in their communities and work environments. To  facilitate this process, I shift the focus of the classroom to student interaction so that I do not constantly present the role of the teacher/lecturer. Students learn a process fully once they are engaged in that process with their own thoughts and the thoughts of others, and this learning requirement necessitates an interactive classroom, a classroom style that I adopt in literature and writing classes. In literature classes I often provide a social, economic, political, and/or literary background to aid students in discussing a text; however, most of the class period consists of student discussion along with other activities, such as student writing.  In writing classes I adopt a workshop-oriented style; I encourage students to conceive of writing as an exploratory process.  Students proceed through multiple drafts, discussions with others, and diverse writing activities.  In both type of classes, I ask students to join in the intellectual responsibility of the class.