Developing and Implementing the “Unknowing-Oriented Teaching Model” in teacher training programs ‐ the concept of ignorance-based instruction

Abstract

Learning is a key fundamental of life. Professor Jeng-Yi Tzeng, Institute of Learning Sciences and Technologies, National Tsing Hua University, Taiwan, has been investigating the differences between knowledge-based and ignorance-based pedagogy. He believes it is important to recognise the importance of seeking non-knowledge (learning to be ignorant) alongside the pursuit of knowledge (learning to know). Most institutions follow a knowledge-based learning approach that prizes knowledge over non-knowledge but Tzeng believes different learning techniques could help students and teachers alike. He believes the learning journey should include a focus on ignorance, with exploration of the gaps that received knowledge doesn’t cover. Tzeng has studied different paradigms used in pedagogy such as the paradigm of ignorance, which poses ignorance as the focus for meaning and organises learning and the popular paradigm of epistemology, which builds on introducing new knowledge by building on existing knowledge. He has been developing and implementing the “unknowing-oriented teaching model” in the teacher training programmes run at the Centre for Teacher Education with heavy involvement from students, including encouraging students to ask good quality questions to be used in discussion in class. The response from students so far has been profoundly positive and the model has enabled them to develop more critical thinking skills. Having focused on the teaching side of things, Tzeng is now exploring ignorance-based learning.