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The Case For Teaching Ignorance
HughPickens.com writes: In the mid-1980s, a University of Arizona surgery professor, Marlys H. Witte, proposed teaching a class entitled "Introduction to Medical and Other Ignorance." Far too often, she believed, teachers fail to emphasize how much about a given topic is unknown. "Textbooks spend 8 to 10 pages on pancreatic cancer," said Witte, "without ever telling the student that we just don't know very much about it." Now Jamie Holmes writes in the NY Times that many scientific facts simply aren't solid and immutable, but are instead destined to be vigorously challenged and revised by successive generations. According to Homes, presenting ignorance as less extensive than it is, knowledge as more solid and more stable, and discovery as neater also leads students to misunderstand the interplay between answers and questions.
In 2006, a Columbia University neuroscientist named Stuart J. Firestein, began teaching a course on scientific ignorance after realizing, to his horror, that many of his students might have believed that we understand nearly everything about the brain. "This crucial element in science was being left out for the students," says Firestein."The undone part of science that gets us into the lab early and keeps us there late, the thing that "turns your crank," the very driving force of science, the exhilaration of the unknown, all this is missing from our classrooms. In short, we are failing to teach the ignorance, the most critical part of the whole operation." The time has come to "view ignorance as 'regular' rather than deviant," argue sociologists Matthias Gross and Linsey McGoey. Our students will be more curious — and more intelligently so — if, in addition to facts, they were equipped with theories of ignorance as well as theories of knowledge.
In 2006, a Columbia University neuroscientist named Stuart J. Firestein, began teaching a course on scientific ignorance after realizing, to his horror, that many of his students might have believed that we understand nearly everything about the brain. "This crucial element in science was being left out for the students," says Firestein."The undone part of science that gets us into the lab early and keeps us there late, the thing that "turns your crank," the very driving force of science, the exhilaration of the unknown, all this is missing from our classrooms. In short, we are failing to teach the ignorance, the most critical part of the whole operation." The time has come to "view ignorance as 'regular' rather than deviant," argue sociologists Matthias Gross and Linsey McGoey. Our students will be more curious — and more intelligently so — if, in addition to facts, they were equipped with theories of ignorance as well as theories of knowledge.
I have pursued a rather rigorous scientific training career (MD, PhD) and getting the PhD training really altered my way of thinking about the world, and learning how to ask questions that are appropriate
Good job, you've done a lot of work, and you know more than the average person. Getting a PhD was good for you.
You're still ignorant: there is vastly more that you don't know than that you do know. In fact, if you take into consideration all the things you don't know, the difference between you and the average person is a minuscule rounding error.
To be even more blunt and honest, you are so ignorant, that compared to all knowledge available, the difference between what you know and zero is a rounding error. That's how ignorant you are. That's how ignorant we all are.
"First they came for the slanderers and i said nothing."
OK, I agree. Now what?
Mainly stop acting like an arrogant academic.
"First they came for the slanderers and i said nothing."