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Abstract

Starting with the Data-Information-Knowledge-Wisdom paradigm in information science, it is possible to derive a model of the opposite of knowledge having hierarchical qualities. A range of counterpoints to concepts in the knowledge hierarchy can be identified and ascribed the overall term "nonknowledge." This model creates a conceptual framework for understanding the connections between topics such as error, ignorance, stupidity, folly, popular misconceptions, and unreason, by locating them as levels or phases of nonknowledge. The concept of nonknowledge links heretofore disconnected discourses on these individual topics by philosophers, psychologists, historians, sociologists, satirists, and others. Subject headings provide access to the categories of nonknowledge, but confusion remains due to the general failure of cataloging and classification to differentiate between works about nonknowledge and examples of nonknowledge.

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Abstract

To the extent that one can acquire knowledge through the reading of documents, it may be said that documents transmit knowledge. But what would be the opposite of knowledge? Does it have a legitimate role in library collections? Can it be broken down into categories or domains? How would it be found? Does the opposite of knowledge (let us call it nonknowledge) raise any special problems in cataloging, classification, and indexing? What kinds of subject headings for example, would apply to it? Can we find a conceptual framework with which to comprehend, classify, and retrieve it? This two-part essay aims to identify and articulate the rather paradoxical problems inherent in the organization not of knowledge (see Hjørland 2003) but of nonknowledge. Beginning with theoretical problems about modeling a paradigm of nonknowledge as the opposite of knowledge and extending it to encompass negative counterparts of phenomena related to knowledge, it continues by addressing practical questions in the organization of and access to nonknowledge in libraries, and progresses with an exposition of the categories of nonknowledge. Part one of the essay ends with a review of the concept of stupidity. Part two picks up the discussion with expositions of the remaining areas of nonknowledge. The essay concludes with observations on differentiating between works about nonknowledge and those that disseminate nonknowledge and the implications of nonknowledge for library services.