By Joseph B. Quinto
In the realm of the academe, both for educators and students, the clause “I don’t know” seems to have a pejorative connotation. However, it bears more weight when educators say, “I don’t know.” For these individuals, “I don’t know” is THE three words that are tough to utter regardless of age, sex, years in service, or educational attainment.
Since time immemorial, educators have been viewed as individuals with brain-busting answers to the most mind-boggling questions – that they are genuinely purveyors of knowledge. People think that educators have answers to any question students will ask. Partly true, mostly not. Educators do not have a monopoly on and of information. There are multifarious things that they still seek. They, too, are in a state of quandary.
In more than a decade that I have been teaching and learning, I have realized that “The more that I know – the more that I don’t know.” Having taught in Indonesia (elementary pupils and middle school students), Thailand (secondary students), and the Philippines (previously at University of the Cordilleras-Senior High School and now at Benguet State University-Humanities Department) with a master’s and a doctorate degree is indeed a frightening situation because there seem to be more questions out there than the answers that I have sought and found. Hence, it is possible that there may come multiple times when students ask, and I may not provide solutions not because they are testing me but because they are just curious.
I believe that there is emancipation when we, educators, admit that “We don’t know.” I think it is powerful so long as we do not use that clause as a form of an answer to all the questions our students might ask. It is powerful so long as we know how to frame it. I have experienced being asked by students without definite answers to provide. I indirectly tell them, “I don’t know.” I answer them using one of the following: “I am not sure about it, but my take on it is…,” “I don’t know exactly, but it sure is fascinating,” “I may not have the exact answer, but maybe other classmates can help us,” or “I may not have the answer right now, but I will tell you once I obtain information about it.”
I am confident that there will arise many times in my teaching career in which I will be subjected to something that I do not know. Deep down, I do not look forward to it because there is this nagging thought that it may undermine my reputation. Nevertheless, it constantly reminds me to humble myself when it finally comes. My solution to this is: I pledge to continuously brush up my knowledge and learning experiences to continue my calling to the best of my ability. On another note, if there comes a time in which I may not have the answers, I will not be ashamed to say, “I don’t know.”**
