"IN the mid-1980s, a University of Arizona surgery professor, Marlys H. Witte, proposed teaching a class entitled “Introduction to Medical and Other Ignorance.” Her idea was not well received; at one foundation, an official told her he would rather resign than support a class on ignorance.Relacionar com esta história "How a Guy From a Montana Trailer Park Overturned 150 Years of Biology"
Dr. Witte was urged to alter the name of the course, but she wouldn’t budge. Far too often, she believed, teachers fail to emphasize how much about a given topic is unknown.
Classes like hers remain rare, but in recent years scholars have made a convincing case that focusing on uncertainty can foster latent curiosity, while emphasizing clarity can convey a warped understanding of knowledge.
many scientific facts simply aren’t solid and immutable, but are instead destined to be vigorously challenged and revised by successive generations. Discovery is not the neat and linear process many students imagine, but usually involves, in Dr. Firestein’s phrasing, “feeling around in dark rooms, bumping into unidentifiable things, looking for barely perceptible phantoms.” By inviting scientists of various specialties to teach his students about what truly excited them — not cold hard facts but intriguing ambiguities — Dr. Firestein sought to rebalance the scales.
People tend to think of not knowing as something to be wiped out or overcome, as if ignorance were simply the absence of knowledge. But answers don’t merely resolve questions; they provoke new ones."
Trechos retirados de "The Case for Teaching Ignorance"