I Never Taught – But I Learned More Than Most Teachers

I was never a teacher in the traditional sense. No chalk, no curriculum, no lunchroom duty. But I witnessed an education system more focused on managing young people than teaching them how the world works. And at some point, I began to ask questions myself—not because I had to, but because I couldn't stop.

One of those questions was:
When does it make more sense—economically—to create new Bitcoiners than to work a traditional job?

The answer didn’t come as an equation. It arrived in stages. First as a feeling. Then as math. Then as a decision.

The Turning Point

I remember a conversation with someone I know who works in the school system. He was complaining about outdated material, unmotivated colleagues, and the feeling of teaching past reality. I asked him if he knew how money is created. He dodged. I asked again: How do you explain the value of a euro to a child, if that value is constantly manipulated?

He said nothing.

That’s when I realized: I have to explain it myself.

Impact per Unit of Time

If you don’t need a title to teach—what’s your profession?

I’ve never been paid to explain. But every time someone starts buying Bitcoin after talking to me—starts understanding, starts hodling—I feel something that has nothing to do with a paycheck: impact.

I started calculating things differently.

Not in hourly wages.
Not in gross or net income.
But in purchasing power per awakened mind.

The New Order's Math

Let’s say I hold 0.5 BTC.
And I help 50 people per year each buy 0.01 BTC.
That’s 0.5 BTC of new demand—every year.

Considering how limited the supply is, and how exponentially network effects compound, it becomes clear:
Every person I help understand Bitcoin acts like an amplifier for the gravitational pull of my own money.

In ten years, that could lead to a price increase that multiplies today’s action by 10 or even 100—not through labor, but through holding sound money.

The Job No One Offers

I don’t apply.
I’m not hired.
I don’t give lectures in classrooms.
But I teach.

I sit on grass with kids and talk about energy—and depreciation.
I speak with parents who first doubt me, then listen intently.
I plant ideas in minds that were trained to consume, not to question.

These aren’t 45-minute units. They’re thoughts that stay.
There is no curriculum—it’s a liberation process.

The Purchasing Power of Clarity

I’ve never taught a class, but I’ve given people clarity.
And clarity has a price. Or better: a value.
Fiat wages pay you for not knowing—
Bitcoin rewards you for understanding.

I don’t need a stage.
I need time, attention, and faith in truth.
And with every successful conversation, the value of what I hold increases.

I don’t have to convince anyone.
I just have to point to what’s already here.

Children Understand the Fastest

It’s not the academics, not the traders, not the tech nerds who grasp it most deeply.
It’s the children.
They have no fiat legacy to defend. No mental construct that might collapse.
They ask one simple question:
Why can someone just make more money, when I have to work for mine?

And that’s where it begins.
Not just for them—but for me.

Conclusion: I Don’t Work. I Have Impact.

I don’t measure success in monthly salaries.
I measure it in purchasing power gained through network effect.
I measure it in the density of my conversations and the depth of their consequences.
I measure it by how many people say after our talk:
"I never knew that money could be fair."

I never taught.
But I have students.
I never administered exams.
But I challenge worldviews.
I don’t write report cards.
But I witness transformation.

You don’t need to be a teacher to spread knowledge.
You just have to stop waiting for someone to ask you.

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