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Thanks for your reply, David, and for re-locating these conversations, Paul. I agree that it's vital to student engagement for curricular challenge to be specific enough; it can't be so lofty as to leave everyone without a place to stand/start/hold on and without a sense of where to go next. People can also fashion for themselves such hand-holds, imaginative conditions to sustain and inform their (and even others') engagement, but some need more scaffolding to achieve this than others. Clarifying (and structuring) this as a responsibility of students as well as teachers in an inquiry-oriented classroom is a worthy goal.