Growth and limitation
Eleven-month-old Daniel, who’d been taking five or six steps at a time, casually walked across the living room two nights ago. He’s learned to climb up our staircases (but not down them). He’s grown tall enough for his head to be whacked by the refrigerator door. Today I caught him playing with the dials on our gas stove.
Samuel received his first YouTube lesson in adding and subtracting. He grinned and squealed and waved his arms. Fireworks of possibility exploded in my brain. Should I buy Samuel an abacus so that he can practice calculating like the Japanese? (Should I buy myself an abacus?) Should I teach Samuel about truth tables? Propositional logic? Quantification? He’d probably get a kick out of seeing “∀” and “∃.”
I’m not even sure I could teach logic to adults. I’ve never tried.
♦ ♦ ♦ ♦ ♦
I spent a couple of hours at the whiteboard with Samuel. He can’t add yet. He won’t even count all the dots unless I do so along with him. He does like to yell out the numbers and the operations, but he gets the sums wrong.
“Five plus three equals FOURTEEN!”
No, son.
He is bitterly disappointed. Not because he’s got the sum wrong – I doubt he understands what it is to get a sum wrong (and he never has minded factual correction as such) – but because he really wants the last term to be fourteen. He is an enthusiastic laissez-faire combinatorialist. If South Africa vs. Mexico is a valid possibility, and if there’s another possibility which is South Africa vs. Finland, and if South Africa vs. North Korea is possible … then surely five plus three equals fourteen is perfectly kosher, perfectly respectable (worth celebrating, even), no matter that dot-counting can establish that five plus three actually (therefore, possibly; therefore, necessarily) equals eight.
I believe this is his first brush with theoretical, as opposed to practical, impossibility. It is baffling to him.
♦ ♦ ♦ ♦ ♦
Philomena Cunk (Cunk on Earth) is coming to Netflix.
Samuel received his first YouTube lesson in adding and subtracting. He grinned and squealed and waved his arms. Fireworks of possibility exploded in my brain. Should I buy Samuel an abacus so that he can practice calculating like the Japanese? (Should I buy myself an abacus?) Should I teach Samuel about truth tables? Propositional logic? Quantification? He’d probably get a kick out of seeing “∀” and “∃.”
I’m not even sure I could teach logic to adults. I’ve never tried.
♦ ♦ ♦ ♦ ♦
I spent a couple of hours at the whiteboard with Samuel. He can’t add yet. He won’t even count all the dots unless I do so along with him. He does like to yell out the numbers and the operations, but he gets the sums wrong.
“Five plus three equals FOURTEEN!”
No, son.
He is bitterly disappointed. Not because he’s got the sum wrong – I doubt he understands what it is to get a sum wrong (and he never has minded factual correction as such) – but because he really wants the last term to be fourteen. He is an enthusiastic laissez-faire combinatorialist. If South Africa vs. Mexico is a valid possibility, and if there’s another possibility which is South Africa vs. Finland, and if South Africa vs. North Korea is possible … then surely five plus three equals fourteen is perfectly kosher, perfectly respectable (worth celebrating, even), no matter that dot-counting can establish that five plus three actually (therefore, possibly; therefore, necessarily) equals eight.
I believe this is his first brush with theoretical, as opposed to practical, impossibility. It is baffling to him.
♦ ♦ ♦ ♦ ♦
Philomena Cunk (Cunk on Earth) is coming to Netflix.