- Scientists don’t concentrate on what they know, which is considerable but minuscule, but rather on what they don’t know…. Science traffics in ignorance, cultivates it, and is driven by it. Mucking about in the unknown is an adventure; doing it for a living is something most scientists consider a privilege.
Another example is Calculus: The mission of a Calculus course/book is to convince the student that all problems can be solved by a proper use of Calculus, for example that all integrals can be computed analytically by a proper combination of tricks, by forcing the student to compute so many integrals that there hardly could be any left which could not also be computed. A Calculus teacher would thus be expected to give the impression to "know everything" while at the same time knowing that there are many more analytically uncomputable integrals than computable.
Similarly, as pointed out by Firestein, the standard academic course seeks to overwhelm the student with facts in order to convince the student that with so much known not much unknown can remain.
Elementary school mathematics fills the student with simple reguladetri problems to give the impression that all problems can be solved if not reguladetri by proper mathematics. Teachers are not used to be confronted with unsolvable problems and thus tend to stick to reguladetri problems all solvable.