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It is not the purpose of this study to exegise the words of Donald Rumsfeld (US Secretary ofState during the second Gulf War) though they are worth repeating here by way of illustration:"As we know,There are known knowns.There are things we know we know.We also knowThere are known unknowns.That is to sayWe know there are some thingsWe do not know.But there are also unknown unknowns,The ones we don't knowWe don't know."(Rumsfeld, 2002)While the statement might be risible given the enormity of the context about which it wasuttered, it is a neat summary of the important challenges facing any enquirer at the start of theirlearning journey.In the formative stage of this process I read widely in the field of epistemology to find a solutionto the question, "...how do we know what we know" and, indeed, how do we start to find outwhat we don’t know? (see Rumsfeld, 2002 above) That work indicated that some philosophersin the Western tradition (e.g. Plato, 2004, Ayer, 1972) see knowledge as existing in an abstractsense and ascribe to phenomena the definition a priori. Take for example this extract from thedialogue reported between Socrates and another of his disciples, Glaucon:“And is there anything more akin to wisdom than truth?How can there be?Can the same nature be a lover of wisdom and a lover of falsehood?Never.The true lover of learning then must from his earliest youth, as far as in him lies, desire alltruth?” (Plato, 2004, Book VI)31Simon Hughes Ph.D. Thesis (October 2012)