The article emphasizes the tendency for teachers to be overlooked in discussions surrounding education, even though they possess valuable insights that come from their professional experiences. It points out that while in conversations about topics like medicine or mechanics, practitioners are often consulted and valued, the same respect and attention are not afforded to teachers. This disregard can stem from a general perception that everyone has enough personal educational experience to speak on the subject without needing insights from professionals.

The author reflects on how conversations at the dinner table or in professional settings often veer into topics related to work life or professional expertise, and it is puzzling that when the subject of education arises, teachers are not called upon to contribute their knowledgeable perspectives. This phenomenon can be attributed to societal attitudes towards education and teachers, where they are seen more as implementers of state policies rather than professionals with expertise worthy of discussion and consideration.

Ultimately, the article calls for a shift in this mindset, advocating for teachers to be included in educational dialogues as valuable contributors. It stresses the importance of recognizing the expertise of educators, not just as individuals who deliver curriculum but as professionals who can provide insight, recommendations, and engage in meaningful discourse about the educational system and its improvements.