How embracing the unknown makes teaching come alive

Teaching has always been a creative playground for me—a space to explore what fascinates me and experiment with new ideas. It’s where curiosity and creativity intersect.

Peter Vaill once wrote, “The essential starting point of artistic consciousness is acknowledging that something is more than I can possibly know.” That acknowledgment—the mysterious and juicy place of the unknown—is where true discovery happens.

Teaching as an Act of Artistic Consciousness

I approach teaching with an attitude of artistic consciousness, where I embrace the mystery of not knowing. When I thoroughly understand a subject, I grow bored. The magic of teaching disappears.

Here’s what I’ve discovered:

• When I teach what you know, I bore you.
• When I teach what I know, I bore me.
• When I teach what I don’t know, the experience comes alive.

When I step into a teaching situation as a learner, something greater emerges. Mystery is present, and it opens a space for a deeper wisdom to speak.

The Aliveness of the Unknown

This approach is what makes teaching dynamic and transformative. It’s not about regurgitating facts or staying within the confines of what’s comfortable. It’s about creating a shared space where exploration, curiosity, and discovery thrive.

When we allow ourselves to teach—and learn—from a place of not knowing, we invite aliveness into the process. Teaching becomes a collaboration with the unknown, where greater insights and creative breakthroughs can unfold.