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Teaching is a potent stimulus for learning, though it often provides a greater stimulus to the teacher than to the student. In everyday practice there are areas in which we are confident in our knowledge (known knowns), others where we are confident that specific knowledge is as yet unavailable (known unknowns), and we also know there are topics of which we are ignorant (unknown knowns). There are inevitably issues of which we are ignorant but unaware (unknown unknowns). Journals such as Practical Neurology can help with all four categories, fleshing out what is known, making readers aware of what they might have been ignorant and highlighting the limit of knowledge. The additional stimulus that teaching provides is for those topics that we think we know about but discover—when faced with a student’s innocent question—that our knowledge is not as solid as we thought. We …