A story in today’s New York Times caught my eye: http://www.nytimes.com/2015/08/24/opinion/the-case-for-teaching-ignorance.html?emc=edit_th_20150824&nl=todaysheadlines&nlid=44005038&_r=0
The author claims that overstating the certainty of knowledge is a problem. When we convey the message that we know everything there is to know about just about anything–climate change, the common cold, characterization in Winnie the Pooh–we’re apt to 1) be wrong, and 2) ignore the questions yet to be asked and answers yet to be given. Curiosity, Jamie Homes claims, is fueled by uncertainty.
I run into the discussion of what scientific understandings are more and less certain every semester when I teach a writing class to college freshman enrolled in UAB’s Science and Technology Honors Program. While many students have learned to appreciate those ideas that are backed by stacks and stacks of evidence, fewer are eager to share the complexities that confound researchers.
It’s my task as a teacher to encourage students to view research gaps, questions, and puzzles as opportunities to keep on looking. As I tell my students, that’s where the fun lies.