Why are you still talking about Black Sabbath? Spotting the music buff charlatans in playlists of contemporary heavy metal music.

This article critically examines a response to a paper debating the relevance of Abraham Maslow's motivational theories in education, focusing on the interplay between psychology and educational practice. It highlights how the original paper frames educators who use Maslow's theories as lazy or ill-prepared, while largely neglecting the complexities of education as an embodied, contextual, and interactive process involving teachers, learners, and environments. Using the parable of Mulla Nasrudin searching for a lost key, the response suggests that education cannot be reduced to simple cause-and-effect knowledge transfer and calls for greater humility in how psychology is positioned relative to education. The article concludes by drawing an analogy to debates about the enduring value of the heavy metal band Black Sabbath, emphasizing that educational and cultural phenomena persist for varied reasons that merit deeper inquiry.