Teaching shapes the mind. Disciplines are helpful distinctions by which learners organize knowledge and in which learners dialogue. Disciplines are not mutually exclusive or isolated domains of knowledge. A calcified discipline refuses dialogue from outside its elites and narrows dialogue to its own upper tier. But disciplines rightly function as communities of learners associated with a set of problems and engaged in a specialized methodology and language which enhances the organization and validation of discovery.
Teaching shapes the mind by eliciting submission to the discoveries of the community.
Learning in this sense is not individualistic rediscovery of all of creation's formulae. Teaching is not haphazard license or curiosity sans guidance. Christian teaching introduces new learners to this conversation and elicits their participation. Teaching advances understanding through disciplined exploration. If submission to a community's discoveries is an essential step in a learner's growth, so the posing of problems is an essential step in the learner's progress.