Perhaps examining two competing analogies about how culture operates may help in understanding Foley’s view of habitus and why the concept of habitus is central to this discussion of why individual educators are so influential in helping people to live without abuse. In the first analogy, from the perspective of the mind as a set of mental representations, habitus could be seen as the unfolding of a drama; habits beget habits until people do what they do without thinking about the original impulse for doing. While there is no written script, oral and behavioral communications maintain a certain predictability of social behavior. This concept of culture as unfolding drama is deeply embedded in the language used to articulate social position. For example, in trying to relate the impact of teaching on culture building, I had to make a conscious effort to avoid phrases such as “the role teachers play” in order not to work against my own argument. Thus, while this analogy or representation of the effect of habits, tradition, or habitus as unfolding drama might have developed at a time when communities were more closed and in which tradition was more valued, I argue the analogy is inadequate to articulate how culture operates in this society where the individual and innovation are more valued.