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Through the class "Brain, Education, and Inquiry," we have taught ourselves, through co-constructive inquiry, that there are myriad ways one can learn and teach. These go beyond teaching and learning in the classroom, which in itself has enormous variety. We have discussed how one can teach and learn through observation, the power of stories, repetition, inquiry, exploration, experimentation, instruction, and more. Within each (and in combinations) of these ways of learning, there are myriad varieties, making teaching and learning broadly defined terms that have more applications than one can fathom. To speak simply, education comes in many shapes and forms. Additionally, we have learned to notice commonalities where differences are obvious and vice versa. Through the different ways of teaching, we have searched for a common goal, and when students share a class in common, we have decided the importance of understanding the differences in how each student learns best. We have learned that no two nervous systems are the same, despite the high percentage of DNA shared in humans. We have learned that the nervous system, a classroom, and a flock of geese have no puppet master, but instead have small pieces that form a whole.