The Mathematics of Knowledge Sharing
If you have 2 apples and I give you 2 more, how many apples do you have?
Our schoolteachers bothered us with puzzles like this one throughout our childhood. They sought to teach us arithmetic, in most cases successfully we presume. Indeed, the correct answer is 4 : 2 plus 2 equals 4. As children we are taught that this simple mathematical equation is true. And for good reason, insight into the behaviour of numbers is an indispensable tool in our complex world where we continuously need to make calculations. How much money do I have in my pocket? Can I afford to buy this house? Is this bill correct? At what time will the train arrive? And so on. By the time we are twelve years old, most of us have mastered the rules of addition, subtraction, multiplication and division. Thus:
2+2=4
2×2=4
4-2=2
2/2=1
The power of mathematics lies in its abstract nature and the resulting broad applicability. The above equations are true at any time in any situation, no matter the subject matter. The mathematics used for calculating the number of apples you get, is also used in physics, economics, biology or any other science. If we 2 apples to 2 other apples we get 4 apples, if we add 2 pears to 2 other pears we get 4 pears. If we add 2 ideas to 2 other ideas we get 4 ideas. No matter what we add, subtract, multiply or divide, the laws of mathematics always apply.
Or do they?
If we have 4 ideas, and I give you 2, how many ideas do I have left? Two, the mathematician would answer. Four minus two equals two. But is this really true? Do you really lose your ideas – or your knowledge – when you give them to someone else? Or do you simply keep the ideas that you just have given? Do the iron rules of mathematics apply here? Does 4-2=2 hold, or should we perhaps say:
4-2=4
By the same token, if I have 4 lessons learned and I share them with 4 other people, do we end up with one lesson learned? Or do we all have 4? Again, does 4/4=1 hold or should we say:
4/4=4
Or perhaps even:
4/4=16
Since now 4 people all have access to 4 lessons learned, this lead to the astonishing result that:
4/4=4×4
Could we therefore conclude that, when talking about knowledge, to share is to multiply?
True, isn’t it?
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2 comments so far
This is excellent information Hans.
I have always thought the act of sharing was important, but I have also in the past held on to ideas in fear of “losing” them…I am also familiar with the loss of ideas through lack of documentation in the form of notes, or in my case, more often than not, diagrams, maps and drawings. They seem to fade away or lose clarity if I don’t do this…
Still, I know that I do not capture all that occurs to me. I guess we never do…The idea of sharing of knowledge/ideas/concepts etc… and becoming richer for it, is very positive.
Unless we forget our ideas, we never really lose them. I kind of think of my learning as a bank or filing cabinet. I am sure you’ve all heard this metaphor. It’s all there - everything you have learnt. The issue is finding the “files”…I definitely think the “bank” of ideas is growing, but I find the more I think I know the more I realize how little I know. K
To see the sharing concept expressed as mathematical formula is somewhat reassuring. If the benefit of sharing knowledge can be quantified and defined, the likelihood of meaningful exchange of ideas, strategies and knowledge is increased.
I agree - to share is to multiply. Unfortunately, I do not have any link to share to illuminate this further…
You’re talking about thoughts fadeing away…you’re right. From a innovation point of view I’ve experienced that sharing, and idea and by that let it go, sometimes gives the idea new life, new possibilities.
Ideas in the box isn’t always the best thing to do/have….