Ultimately, Lewis’s counsel invites a humble posture: rather than subdue exuberance, cultivate possibility. When we design for curiosity, autonomy, and equitable access, classrooms transform from arid compliance into living ecosystems. The educator becomes a patient engineer of conditions—testing channels, tending reservoirs, and celebrating rain. In that steady work of irrigation, deserts green, and with them, the futures students imagine for themselves. [...]
