One aim of education is the transmission of knowledge. The present paper argues that in
order to achieve this aim teachers should be exemplars of reasoning for their students. The
contents of education are typically propositions or theories that cannot be accepted without
understanding how the related beliefs are justified through inferences from given premises.
If a belief is inferentially justified, however, in order to understand how it is justified, one
has to follow the reasoning that leads to a particular conclusion. For this reason, in their
classes, teachers should not be expected to provide a kind of testimony but rather a kind of
argumentation. The students cannot simply believe what they are told because the teacher
said it; rather, they have to understand the arguments that support the teacher’s claim.
When a teacher presents an argument to them, the students will follow it with the attention
required to grasp it themselves if they see the teacher’s reasoning as a successful practice in
which they want to be involved.