Introduction When it comes down to addressing different life-challenges, it represents the matter of a crucial importance to be aware of what may account for these challenges’ discursive significance. In its turn, this explains why the most effective methods of finding a solution to particularly challenging real-life situations are being commonly discussed within the conceptual framework of psychological and educational theories, the application of which can be deemed contextually appropriate. In my paper, I will aim to explore the validity of this thesis at length, while describing the discursively relevant incident, taken out of my personal life-experiences, specifying how I was able to define the incident’s theoretical significance, and elaborating upon how I approached the task of putting my knowledge of this incident’s theoretical subtleties into a practical use. Description of the incident The incident, on which I am going to focus throughout the course of this paper’s initial sub-chapter, took place when I was still attending a high school. Back then, it used to be a commonplace practice, among our school’s teachers, to encourage academically successful students to help their not so successful classmates in addressing home-assignments, provided at school. Being considered one of the class’s brightest and socially responsible students, it did not come as a particular surprise to me that I was asked to consider tutoring Jamal (the person’s name is being altered due to privacy considerations), whose parents have recently immigrated to Australia from Pakistan. The problem with this student was the fact that, apart from lacking conversational skills in Australian English, which was assumed to hamper his socialization-related abilities, he was also exhibiting a strong aversion of theoretically intense academic assignments, especially when being required to deal with math-related homework. At that time, I was fully convinced that the slow pace of Jamal’s academic progress was of an essentially environmental nature. That is, I assumed that the reason why this student was lagging behind his peers in just about every academic discipline, is that he did not have enough time to acclimatize to the realities of living in Australia. In addition, I believed that the particulars of Jamal’s family-situation (he was the oldest child in the family of nine) were naturally prompting him to adopt a neglectful attitude towards the studying, as he was required to help his parents in raising his younger brothers and sisters. Nevertheless, it did not take me too long to realize that there must have been a number of clearly non-environmental aspects to Jamal’s clearly defined inability to cope with many of his homework assignments on its own. The realization of this fact, on my part, took place when he and I decided to stay in the classroom, after the end of classes for that day, and to go through a particular math-assignment, which Jamal appeared to have had a hard time while dealing with. The first thing I asked Jamal about, was about what he thought was especially troubling about the math-equation, he was required to resolve. To this question, Jamal replied, “It is hard for me to keep all these numbers in my mind, because I cannot relate to them personally”. Apparently, Jamal was experiencing a problem, while trying to understand the actual point in spending time to find a solution to the earlier mentioned math-equation. I tried to explain to him that the reason why students a