Monday, April 25th, 2016
We live in a culture where knowing — having all the data, getting the right answer, knowing how to do things as a precondition for doing them — reigns supreme. This is the “Knowing Paradigm,” and it’s commonly accepted as crucial to success in school, at work, and for life in general. And in moderation, there’s nothing wrong with knowing — it’s critically important when you want to cross the street in traffic, calculate a tip, perform brain surgery, etc.
But to the extent that the Knowing Paradigm crowds out everything else we can do — the growing and developing that comes not from knowing an answer or being right, but from the interplay of our creativity, emotions, perceptions, relationships, and environments — we’re missing out.
This wasn’t a problem when we were little kids (a time of enormous growth and transformation), when we were free to experiment, play, pretend, imagine, and perform. That kind of learning — sometimes called “developmental learning” — is how we learned to walk, talk, ride a bike and about a million other things that weren’t based in facts and we never studied for. And we got a ton of support from the adults in our lives to experiment, explore, and grow in this way.
But it doesn’t last. For most of us there comes a point when we go from being praised for trying something new (even when we didn’t get it right) to being told we didn’t get it right (even though we were trying something new). Now it’s time to color inside the lines, stop playing around and get serious.
And by the time we get into the job market, the support we got to learn developmentally as children is long gone. As an adult, it can be embarrassing to not know. There are repercussions if we don’t get it right. That’s one of the downsides of the Knowing Paradigm, and we need to challenge it. Being “smart” in this way is making us not so smart in other ways. We narrow our interests and forget how to see and act in new ways.
Summing-up: One of the biggest impediments to growth is our need to get things right and know how to do everything before we do it. So try something else: “I have no idea!” or “Let’s sit with this for a while,” or “There might not be a clear answer here.” See what kind of space this allows for different kinds of thinking and action.