“There is a tendency in our planning to confuse the unfamiliar with the improbable” – Thomas Schelling, Harvard economist, in reference to the Japanese attack on Pearl Harbour
Although the above quote is not at all in reference to education or technology – it nonetheless is related and important.
There will inevitably be a wall in front of each of us at different stages of our learning; defining and realising the unfamiliar and improbable situations in our learning are of significance. The challenge which we have yet to overcome; stepping into that unfamiliar zone and uncovering the what was once thought of as improbable and turning it to an advantage is key.
What are known and unknown are equally valuable…
- Essentially the familiar known knowns, are the things we know we know – and thats the easy part!
- The known unknown’s, occur when we realise there are some things we do not know. Whenever one is able to quantify and realise an unpredictable element, you are expressing a known unknown.
- But there are also the unknown unknowns – what do we not know we don’t know? To articulate what you don’t know is a mark of progress. Its never a sign of weakness to acknowledge there are things you and your colleagues do not know, but rather helps in making the setup stronger.