450. I want to say: our learning has the
form “that is a violet”, “that is a table”. Admittedly, the child might hear
the word “violet” for the first time in the sentence “perhaps that is a
violet”, but then he could ask “What is a violet?’ Now this of course might be
answered by showing him a picture. But how would it be if one said “that is a
…” only when showing him a picture, but otherwise said nothing but “perhaps
that is a…” – What practical consequences is that supposed to have?
A doubt that doubted everything would not
be a doubt.
the child is taught to doubt everything
pointed out to him –
but pictures?
the child is taught there is something you
don’t doubt?
the child is taught – certainty?
is that the idea?
this is a good example really –
because it shows us that to teach certainty
–
you must pervert learning –
pervert language use
the child is being manipulated into
thinking –
that there is something that is not
questioned –
or cannot be questioned –
and that is all this concept of certainty
amounts to –
deception
the picture can be questioned –
as indeed anything
can be
to doubt is to question –
a question –
that questions everything –
is still a question
© greg t. charlton. 2010.
