This is a self-study project founded in the Foucauldian interpretation of hypomnemata. Hypomnemata was a process employed by the ancient Greeks in the analysis of self. Hypomnemata examines the splices of moments, that which can be seen and that which is silent and has potential for implication and liberation at the contested site of self. Specifically, the study analyzes my responses to two student teachers' electronic journals submitted during their student teaching experiences. I apply Felman's interpretation of Lacan and Freud by utilizing the concept of ignorance. Ignorance is defined as not the lack of knowledge or information but the 'refusal of information' I ask, 'What could I learn from my own occasions of ignorance as might be uncovered in the journal response text?' By applying this framework, I act as my own analyst in discovering both how I am implicated and how I might be liberated as a teacher educator.