6.4.
476. Children do not learn that books
exist, that armchairs exist, etc. etc. – they learn to fetch the books, sit in
armchairs, etc. etc
Later, questions about the existence of
things do of course arise. “Is there such a thing as a unicorn?” and so on. But
such a question is possible only because as a rule no corresponding question
presents itself. For how does one know how to set about satisfying oneself of
the existence of unicorns? How did one learn the method of determining whether
something exists or not?
yes children act – and they learn to act in
terms of descriptions given them
‘is there such a thing as a unicorn?’ –
is a question of the application of a
description –
i.e. – do I use the term ‘unicorn’ – in the
same way as I would use the term ‘book’ or ‘armchair’?
one does not set about satisfying oneself
of the existence of unicorns – one learns – where the term ‘unicorns’ has function
and where it does not –
‘how does one learn the method of
determining whether something exists or not?’
the question is – ‘does this description
have function – and if so in what context?’
to exist is to be described – to be made
known
before description – all we have is ‘that’
which is not described – that which has not been made known
‘that’ is the unknown –
and any account of ‘that’ – any description
of ‘that’ –
is open to question – open to doubt –
is uncertain
© greg t. charlton. 2010.
© greg t. charlton. 2010.
