on certainty 450

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.