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Ignorance

Lack of knowledge and understanding

Lack of knowledge and understanding

Ignorance is a lack of knowledge, information and understanding. Deliberate ignorance is a culturally-induced phenomenon, the study of which is called agnotology.

The word "ignorant" is an adjective that describes a person in the state of being unaware, or even cognitive dissonance and other cognitive relation, and can describe individuals who are unaware of important information or facts. Ignorance can appear in three different types: factual ignorance (absence of knowledge of some fact), object ignorance (unacquaintance with some object), and technical ignorance (absence of knowledge of how to do something).

Consequences

Ignorance can have negative effects on individuals and societies, but can also benefit them by creating within them the desire to know more. For example, ignorance within science opens the opportunity to seek knowledge and make discoveries by asking new questions. Though this can only take place if the individual possesses a curious mind.

Studies suggest that adults with an adequate education who perform enriching and challenging jobs are happier, and more in control of their environment. The confidence that adults obtain through the sense of control that education provides allows those adults to go for more leadership positions and seek for power throughout their lives.

In 1984, author Thomas Pynchon observed:

Another effect of ignorance is characterized by the Dunning-Kruger effect, named after the scientists David Dunning and Justin Kruger in 1999. This theory centralizes the behavior of subjects regarding their intellectual capabilities and social behaviors. The limited information or competence of people who possess the Dunning-Kruger translates into a feeling of intellectual superiority.

References

References

  1. Nottelmann, Nikolaj. "ignorance." ''Cambridge Dictionary of Philosophy'', edited by Robert Audi, [[Cambridge University Press]], 3rd edition, 2015.
  2. [null Firestein], Stuart. ''Ignorance: How It Drives Science''. [[Oxford University Press]], 2012.
  3. Schieman, Scott and Gabriele Plickert. "How Knowledge Is Power: Education and the Sense of Control." ''Social Forces'', vol. 87, no. 1, Sept. 2008, pp. 153-183.
  4. Lehmann-Haupt, Christopher. (March 29, 1984). "Books of The Times". [[The New York Times]].
  5. (2023). "Dunning–Kruger effect".
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