Unknowingness is an integral aspect of organisational life. Yet simultaneously this is often marginalised and silenced, leaving organisations and their managers unintentionally vulnerable. The cultivation of what Weick terms an ‘attitude of wisdom’ whose essence lies in knowing that one does not know, provides one way forward. However, challenges remain as to how this might be achieved. I suggest that management education provides one promising but so far overlooked space where managers can be helped to recognise and explore their unknowingness. In this paper, I focus on the experiences of DBA students who were embarking on journeys to become ‘researching professionals’. Drawing on an analysis of 30 students’ reflective journals, I offer two contributions. First, I identify the ways in which learning to research in this context helps students to recognise and engage with their unknowingness: through understanding the limits of what, how and when they know. I therefore outline one proposal for developing Weick’s ‘attitude of wisdom’ and in so doing, also advance a more nuanced understanding of this concept. Second, I illustrate how this learning informs managers’ everyday work by leveraging space for inquiry with others to present possibilities for more considered and inclusive action.

不了解是组织生活中不可或缺的一部分。但是同时，这常常被边缘化和沉默，使组织及其经理无意间变得脆弱。韦克所说的“智慧态度”的培养，其实质在于知道一个人不会知道，提供了前进的道路。但是，如何实现这一目标仍然存在挑战。我建议管理教育提供一个有希望但迄今为止被忽视的空间，可以帮助管理人员认识和探索他们的无知。在本文中，我重点介绍那些正在努力成为“研究专业人员”的DBA学生的经历。在对30个学生的反思性期刊进行分析的基础上，我提供了两份论文。首先，我确定了在这种情况下学习的方法，可以帮助学生认识并应对自己的不知情：通过了解什么，如何以及何时的局限性他们知道。因此，我概述了发展韦克“智慧态度”的一项建议，并且在这样做的同时，还增进了对该概念的细微差别的理解。其次，我将举例说明这种学习如何通过利用与他人进行询问的空间来为经理的日常工作提供信息，从而为采取更深思熟虑和包容的行动提供可能性。