So let’s double-back now to the question, “Where to begin?” After the last several paragraphs, can it be established that we have, in fact, begun? What should become at least somewhat visible at this point is that this response has not been sequential to this question but its lack of sequence should not deter from the sincerity of its reaction. This response has been intended to demonstrate movement. This movement is not sequenced in a numerical sense; there is not counting here from one to two to three to four. This is, instead, an example of movement that is perhaps more organic as it illustrates a fragility of action (in this case, this introduction) and, equally relevant, our interpretation of such a delicate process. In other words, the effort here has been to (re)present what learning can feel like and to also complicate an assumption that knowledge must be presented in a particular manner.