I’m not sharing “knowledge”. In fact, none of my essays communicate knowledge in the typical sense. I’m sharing encounters with absences of knowledge. It starts with the recognition of the categorical illusion of positive or conclusive knowledge — not the illusion of all knowledge, but the illusion of ever being able to know anything in a final form.

Science itself was built on this categorical realization that its theories do not lead to conclusive knowledge. However, even science seems to have lost sight of this initiating insight.

Or, as I said in an earlier essay: “This is what bothers me about the debate between evolution and creationism. Creationists criticize science as “mere theory.” And science usually stupidly responds by touting all the “facts” backing up evolution. It rarely says, “you’re damn right it’s “only” theory. Theory is what makes science great. We don’t settle on a dogma, on a literal interpretation, on a fixed position. We allow our perceptions to change with discovery. And we don’t believe in a final explanation because actuality exceeds every formulation. We can always learn more.”

The closer we look at knowledge itself, the more contextual and temporary it starts to look, built upon assumptions that are more faith-based or creative than solid. Just like an atom — the closer we look at solid form the more it turns to mostly emptiness and occasional energetic flashes of insight from the void.

New evidence is constantly calling everything into question. What we end up with are provisional structures of thought (or stories or theories), but no final answers. No such thing as Positive knowledge exists. It’s one of the many fairy tales we have swallowed, and it has led our culture towards disaster, as I’ve been discussing in all of these essays.

Most people think we already question things too much. But we’re only questioning specific portions of knowledge. We’re not questioning knowledge categorically. Schools, for instance, never helped students learn to examine the creative or downright fictional assumptions that underlie conclusive knowledge itself.

As I said in another essay, “It’s the rare school…which leaves a student without an allegiance to some fixed position. Most schools teach only a short-term open-mindedness in order to gain, in the end, conclusive confidence in what is “real.” Few schools help students discover a more ineffable confidence in uncertainty, in remaining alert to where conclusions diverge from reality.”

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