on certainty 374

374. We teach a child “that is your hand”, not “that is perhaps (or ‘probably’) your hand”. That is how a child learns the innumerable language-games that are concerned with his hand. An investigation or question ‘whether this is really a hand’ never occurs to him. Nor on the other hand, does he learn that he knows that this is hand.

                                                                                                                                    

here we show a child a language use

the learning of ‘innumerable language-games’ is more complex than the showing of a language usage –

for the child to learn language it must learn to deal with the uncertainty of application

the uncertainty of language usage –

that is to say the child must learn how to determine whether or not and how a language use functions in the circumstances in which it might be applied

without doubt – without questioning –

there will be no learning

and yes we may operate within a framework of accepted practices –

but when it come to making decisions in the face of uncertainty –

there are no rules

‘whether this is really a hand’ – may never occur to him –

but it has occurred to someone –

it is a question that can be asked –

and will be asked in the appropriate circumstance –

wherever and whenever that might be

Wittgenstein seems to think children don’t learn to doubt –

don’t learn to question –

does he really believe this?

children are shown doubt –

they learn to question

‘Nor on the other hand, does he learn that he knows that this is hand’

Wittgenstein is wrong here too

children learn the practice of knowing –

and even of certainty

so yes – they are also taught –

epistemological deception

© greg t. charlton. 2010.