Before I became a museum director, I was an art history professor, and made my living by communicating ideas—and then coaxing them back out of bright undergraduates. I was truly happy as an art historian but realize in retrospect that listening carefully wasn’t necessarily a rewarded virtue, and even less a guarantor of success in the classroom. Reading, thinking, and speaking passionately about art and its complex intersection with history was stimulating in itself, but ultimately it didn’t require reciprocation from my audiences, except for asking them to write exams, papers, and fill out teaching evaluations at the end of the term. Since I usually got very good feedback from my students, I confess I didn’t spend much time worrying about what my own active listening might mean to those constituents. I feel differently today.