It happened again this week. “Prof, what should I write about?” I smiled and asked, “What are your interests?” He thought for a moment and said, “Cars.” I asked, “What do you like about cars?” He thought for another moment and said, “How fast they go.” I asked, “Can you give me examples of your fast cars?” He thought for a third time, “I love F1 race cars.” I asked, “Is there a story you can tell me about your F1 race cars?” He didn’t ponder his answer this time. Instead, he blurted out, “Why do you keep asking me questions when I ask you a question?” I smiled again and asked, “Why are you interested in my answers when you are doing such a good job answering them?” 
For forty years I have been infuriating students with my responses to their serious queries. But if they become a bit testy with my responses they soon learn my objective is always the same: getting students to think on their own, then own their thinking. It’s real easy to spout off, to lecture, to preach. It’s real hard to think with someone, to wrestle with ideas, to ponder over the great questions of life. I “profess” as a “professor” when it’s necessary. But I would much rather walk the road of thoughtfulness with students, suggesting alternate routes or the advantage of stopping to view an intellectual landscape.
And if you asked me after reading my thoughts here, “Don’t you believe something so important that you want to tell your students about it?” I would ask, “How is the best way to answer the great questions of life?” And you might respond, “But isn’t that your job, to teach, to tell, to pronounce?” And I would ask, “How do I do my job as a teacher if I don’t make people think?” And you might respond, “But isn’t it easier to tell than ask?” And I would smile and ask, “What is best for the student?”
And you might ask one last question, “Where did you learn to answer questions with questions?” And I would ask, “Have you ever heard of Jesus?” 
I have been teaching for 40 years, from junior-senior high to undergraduate through masters and PhD studies. My teaching always includes questions, in anticipation of student thoughtfulness, helping students to think for themselves.