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This is really interesting from my perspective as a teacher of 18th century British literature, but I also wonder how well this model would work in a class devoted to subject matter that is largely un-empirical and representational, like, say historical studies of literature, art, philosophy, etc. There are artifacts one can study, but still much of the research is retrospective and reconstructive, and students aren't already interested in it the way they might be for contemporary writing. My students, for example, might not know much about novels, let alone novels from my period. So how does one bring students to the point where they might have a question? So I love the approach, but I'm wondering how it works for fields that rely less on first-hand observation of objects, and more on the work of understanding a culturally embedded object or phenomena?