In 2006, a Columbia University neuroscientist named Stuart J. Firestein, began teaching a course on scientific ignorance after realizing, to his horror, that many of his students might have believed that we understand nearly everything about the brain. "This crucial element in science was being left out for the students," says Firestein."The undone part of science that gets us into the lab early and keeps us there late, the thing that "turns your crank," the very driving force of science, the exhilaration of the unknown, all this is missing from our classrooms. In short, we are failing to teach the ignorance, the most critical part of the whole operation." The time has come to "view ignorance as 'regular' rather than deviant," argue sociologists Matthias Gross and Linsey McGoey. Our students will be more curious — and more intelligently so — if, in addition to facts, they were equipped with theories of ignorance as well as theories of knowledge.