As human beings, we come across situations where our reasons, experience, or guidance from adults can be contradictory. A teacher also experiences these contradictory situations in the educational setting. In such cases, what should be the teacher's philosophy is my main idea or research question of this paper. To address this question, I started my exploration with the  Philosophy of the Teacher  by Nigel Tubbs, which states that contradictions exist as part of the teaching process and narrates the experience of the teacher as master, servant, and/or spiritual teacher. As part of this reading, I understood that the central contradiction is how the teacher can communicate the truth to the student in an educational practice where freedom for the child is given importance. On the other hand, Sankara from Indian Advaita Vedanta Philosophy states that teaching is defect free with no contradictions in teaching Brahma Vidya (Inquiry of Brahman). This view of Sankara made me explore more of Advaita Vedanta philosophy. In this exploration process, I learned from Sankara's Dakshinamoorthy stotram that interpretation of truth or reality as Brahman and further to the question why teaching is free from contradictions, I explore Brahma Sutra Bhashyam with the aid of Ahdyasa Bhashyam (error analysis) of Sankara. Adhyasa Bhashyam employed the method of superimposition and elimination (neti-neti or negation) along with methods like questioning, illustration of examples, and story.