This article builds a case for generating a new metaphor for teacher education that will sustain and nourish teacher intelligence. This intelligence requires that teacher educators prepare their students to be highly sensitive to dynamic classroom relations, to be aware of their positions as teachers, and to develop purposeful educational destinations. This article draws on the work of John Dewey to examine the moral quality of movement, the need for responsiveness, and the purpose of the metaphor of a map in cultivating social and independent intelligence. It sets forth a fundamental tenet in the article: that responsiveness to classroom relations (between teachers and students; students and their peers; teachers, students, and their subject matter; the educational environment and its sociopolitical context) should have primacy over generalized methods and that attending to the aims of educational relations must guide the methods that teachers employ. (Contains 1 note.)