FROM LWOW TO DALLAS Consciousness about what we don't know is a major condition for the advancement of any science. Thus, in the first half of the 20th century, Polish mathematicians, who used to gather in the cafds and tearooms of places like Lw6w to discuss the defining questions of their field, developed a handwritten book in which they inscribed and continuously annotated the great unsolved problems of their discipline. This book was called the Scottish Book as it was kept in the Scottish Caf~ in Lw6w. Ulam (1991) describes how, whenever there was a need to add a particular problem or annotation to the book, a waiter was called who handed this book of problems to the mathematicians in attendance. Miraculously, this fascinating notebook, the collaborative conscience of an important school of mathematicians of the pre-World War II period, escaped the devastation of the years that followed and it eventually got published. In its time, the Scottish Book helped challenge interested mathematicians to work on the problems inscribed in it. Some of those problems have since been solved; others haven't. The print edition of the Scottish Book is now hard to come by. An edited translation (Ulam, 1957) of it was eventually published by the Los Alamos Scientific Laboratory. An excerpt of the book can be found at http://www.icm.edu.pl/home/delta/delta2/dltO209.html. ) So far about mathematics, though. The remainder of this article is not about mathematics but about the science of learning and about an initiative of the Learning Development Institute (LDI) called the Book of Problems (or what we don't know about learning). This initiative called the BOP initiative for shortbrings together a transdisciplinary community of scholars. During the 2002 International Conference of the AECT in Dallas, a fair proportion of that scholarly community participated in a workshop, combined with a transatlantic teleconference on brain research, and served on the panel of a Presidential session.