Abstract
It is early March of 2018 – Winter is supposed to be coming to an end and so is a book I have been writing together with two fellow scholars in the field of education. Writing a book, your mind goes back to conference discourse, visiting scholar trips to institutes in other countries, conversations over a good beer, literature you read, things you learned from your teachers, intriguing questions from some of your students, questions that kept you awake at night and remain unanswered, and so much more. The reiterating melody or Leitmotiv in all these activities, related or unrelated to the content of the book, is: scio me nescire – I know that I know nothing. Any field has its issues and probably there are researchers in medicine, climate studies and other fields who share this Leitmotiv with regard to their field, but since I defended a PhD thesis on statistics education in June 2012 and have been working in educational science since then, I will focus on this field. Moreover, since I cannot discuss an entire field of education in one article, I will narrow the focus a bit: A student approaches you with the question how to help medical students develop probability calculus problem-solving skills.
Recommended Citation
Leppink, Jimmie
(2018)
"The Art of Acknowledging that We Know Nearly Nothing,"
Health Professions Education: Vol. 4:
Iss.
2, Article 1.
DOI: 10.1016/j.hpe.2018.03.004
Available at:
https://hpe.researchcommons.org/journal/vol4/iss2/1
