From my vantage, there's value in Coleridge's willing suspension of disbelief when contemplating the notion of embracing uncertainty, or the willing suspension of certainty if I may.
Being open to, or embracing, uncertainty also allows for outcomes beyond initial expectations.
Providing a group of learners with a challenge or goal, and leaving them to their own devices as to how to solve the problem, or reach the desired outcome(s) may result in solutions which ultimately exceed the expectations of all involved.
Of course, this dynamic will only be possible in environments or situations in which uncertainty is fostered and, in turn, provides the for the chaotic, messy, non-linear setting necessary for a given group of learners, or community, to marshall uncertainty and arrive at solutions beyond what is possible in prescribed, scripted environments. This is easier said than done, especially in formal learning environments; however, the benefits of such an approach can be measured in learner engagement and ownership of, and responsibility for, one's learning.
