Acharya Prashant addresses the question of how a student can determine the correct level of teaching for themselves. He explains that the very premise of the student assessing the teaching is flawed. The student, being in a state of needing a teacher, will inevitably assess the teaching based on their own limited and flawed standards. If the student were already wise enough to correctly assess the teaching, they would not need a teacher in the first place. The student believes they are already good enough, so any teaching that tells them they are not will be perceived as a lie. In the student's own eyes, they are the wisest, and if a teacher calls them stupid, they will conclude the teacher is stupid, leading to a stalemate where no learning can occur. The problem is not that the teacher is absent, but that the student wants to remain who they are. The solution begins when the student first assesses themselves and acknowledges, "I am not right as I am." This self-assessment opens them up to the teaching. The teacher, seeing the student's state, may have to pretend to be at the student's level to meet them where they are. This dynamic is a game that must be played for the teaching to proceed. The student must not try to make the effects of a teaching session last after it's over, but rather strive to remain perpetually in the session. This is achieved through continuous listening, or 'shravan'. Acharya Prashant further elaborates by discussing two planes of existence: the transactional level (vyavaharik) and the ultimate level (paramarthik). One must learn to coexist in both. While one operates at the transactional level of doing in the world, the change is initiated at the ultimate level. This is where one must hold the teaching in their heart at all times. The change is not initiated on the plane of doing; rather, the plane of doing is where the change becomes manifest and visible. The ego is the biggest teacher to itself, so the student often reverts to listening to their own ego. The way of the Upanishads is a dialectical method, a dialogue where everything the student has learned from themselves is brought out to be scrutinized by the teacher, allowing the false to be exposed and dissolved.