Steven Drouin writes that in his first years of teaching, he viewed the purpose of school to be what his childhood teachers and college instructors had instilled in him. School was simply a place for learning academic content and for developing skills needed later in life. Then he began to realize that any conception of schooling that required them to wait--to put off addressing their problems until later in life--was ill suited. Instead, he needed to find a different conceptualization of the purpose of school, that challenged students and teachers to focus on solving problems, not later in life, but now. Paulo Freire's (1970) "problem-posing education", which stands in opposition to the banking model of education articulated an alternative purpose for school. Freire insisted that instead of starting from the arrogant assumption that "the teacher knows everything and the students know nothing, should instead start with the students. In short, rather than telling students what to know, educators should ask questions: What do you want to do? Where do you want to go? Who do you want to become? Then, let the answers to those questions guide what is taught. Freire's model of school engenders a new relationship between teachers, students, content, and the broader community as a whole. Problem-posing education follows three general phases: identification of the problem, analysis of the causes of the problem, and finding solutions to the problem (Freire, 1970, 1973; Solórzano, 1989). In this scenario, school would function as a means for students to reflect and act upon their own problems. Freire (1970) wrote, "[Students] posed with problems relating to themselves in the world will feel increasingly challenged and obliged to respond to that challenge." The result is a new, more authentic, more democratic relationship forged by using school to focus on student-generated problems. Drouin found that aspiring to follow Friere's ideals in his own school, and enacting such a repurposing was daunting in both the ideological and logistical challenges it posed. Drouin writes in this article that the problem he formulated in order to first challenge himself was this: How should he implement a problem-based education as a means of encouraging students to become more active democratic citizens today. This is the kind of professional question one never expects to answer fully, however in this article Drouin explains Freire's three phases and notes that they have become an essential element to his own planning, and reflecting process.