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The Rainbow of Knowledge
For more than 3/4 of my life—39 of my 50 years—I’ve either studied or taught in a school or college in New York.
You might think, then, that after all this time I’d have some grasp of the situation, that I’d actually know things—that I’d have some positive sense of assurance, of certainty, about knowledge and about life. But I don’t. In fact, the more I know, the more I know I don’t know.
To say that the more I know, the more I know I don’t know is, of course, contradictory. But then, modern physics tells us that reality itself is contradictory. The more scientists look into our physical reality, the more it slips away from them. In a way, the more they learn, the less they know.
Knowledge itself is contradictory. For example, picture your knowledge as a dot, as perhaps the period at the end of this sentence. Notice the tiny circumference of that period, and let that represent the interface of the known with the unknown—in other words, your awareness of what you don’t know.
But now imagine that little period growing, its blackness consuming more and more of the page. As it grows, so does its circumference. And if that growing blackness represents knowledge, then as it grows, so does the awareness of what remains unknown. In other words, the more you know, the more you know you don’t know.
No doubt you have experienced this yourself in your own personal quests for knowledge. At first, you don’t even know a field of learning exists. It’s been there all along, of course; you just haven’t noticed it before. When I got my first computer in 1988, I walked down to the magazine store, hoping to find something about computing and was amazed at the number of choices. Likewise, when I lucked into an opportunity to teach film analysis, I found myself dazzled at the sheer number of books devoted to the subject.
Let’s say you decide to learn about this topic. You buy one of these books, the best and most complete one you can find (or so you think), or per
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