Stay creative: take risks.
The image is from cheezburger.
This great graphic is designed by Islam Abudaoud. You can see the full-size infographic here, and it's also been made into a Vimeo video!
There’s already a believer of the uncertain in science — Columbia neuroscience professor Stuart Firestein, who argues that “insightful ignorance” drives science. [...] Firestein describes scientific discovery as “groping and probing and poking, and some bumbling and bungling, and then a switch is discovered, often by accident, and the light is lit.” All the poking around in the unknown, he adds, is what makes science exhilarating.
“The emotions of learning are surprise, awe, interest and confusion,” Holmes said. But because confusion provokes discomfort, it should be discussed by teachers to help students handle the inevitable disquiet. “Students have to grow comfortable not just with the idea that failure is a part of innovation, but with the idea that confusion is, too,” Holmes writes. Teachers can help students cope with these feelings by acknowledging their emotional response and encouraging them to view ambiguity as a learning opportunity.
“We’re much more certain about facts than we should be,” Holmes said. “A lot of this will be challenged, and it should not be embarrassing.”
If students can be made to feel comfortable with uncertainty — if they’re learning in an environment where ambiguity is welcome and they are encouraged to question facts — then they are more apt to be curious and innovative in their thinking.
“Our minds crave closure, but when we latch onto it prematurely we miss beautiful and important moments along the way,” Holmes said, including the opportunity to explore new ideas or consider novel interpretations.