Human beings are not perfect, nor does every individual possess knowledge of all domains. The same is the case for teachers. Nearly every teacher has experienced it at some time or other: You receive a tricky or unexpected question from a student which you cannot instantly answer. This then leads to the yawning emptiness and the fear of not being taken seriously by the students as the ideal teacher – namely as an ocean of knowledge. But, not everything is ‘as bad’ as it looks like. Feeling stupidity is part of any teaching and research. To clarify this proposition, we must begin with a little background. This episode will go under the surface of this problem and suggests four strategies of being productively stupid in your teaching.

Reference: Schwartz, M. A. (2008). The importance of stupidity in scientific research. Journal of Cell Science, 121(11), 1771.

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