In the contributions to this symposium I have not so much asked my colleagues to review my own attempts at the re(dis)covery of teaching, as that I have invited them to take up the question whether and, if so, how teaching should be discovered, leaving open the possibility that they may see less of a need for this or perhaps see different avenues and reasons than what I have put on the table in my book. I have not just done so because I believe that everyone has the freedom to make up their own mind—which also means that they should Should Teaching be Re(dis)covered? Introduction to a Symposium 551 1 3 make up their own mind—but also because what should ‘bind’ us as an intellectual field or discipline are common questions, and not common answers