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You know, it's a sad day when your child looks at you and asks: "Daddy, is this organic?" "Organic? I grew up on Angel Delight! We didn't have anything in the house if it wasn't neon!"

 

Dylan Moran

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Philosophers often behave like little children who scribble some marks on a piece of paper at random and then ask the grown-up "What's that?" — It happened like this: the grown-up had drawn pictures for the child several times and said "this is a man," "this is a house," etc. And then the child makes some marks too and asks: what's this then?

 

Ludwig Wittgenstein

 

When he and his family moved to a new house a few blocks away, his wife gave him written directions on how to reach it, since she knew he was absent-minded. But when he was leaving his office at the end of the day, he couldn't remember where he put her note, and he couldn't remember where the new house was. So he drove to his old neighborhood instead. He saw a young child and asked her, "Little girl, can you tell me where the Wieners moved?" "Yes, Daddy," came the reply, "Mommy said you'd probably be here, so she sent me to show you the way home".

 

Norbert Wiener

 

But the reason why the curse works is because all children have brain damage. Now, for those of you without children, let me describe the brain damage. You come into the room with a Coca-cola, you set it down to grab the newspaper. The child comes walking in, picks up the drink, and you say "Give me that! Didn't I tell you not to drink it?" The child says, "Uh-huh." You say, "Tell me what I said." "You said for not for to drink your drink." "Every time I tell you that, don't I? When I have a drink, don't you drink it." "Uh-huh." "Now tell me what I said." "You said for not for to drink your drink!" "That's right!" So you set the drink down, turn to grab the paper, the child picks it up again and quickly starts to drink it! So you say, "Give me that! Didn't I just tell you to..." "Uh-huh." "Then why did you drink it?" "I don't know!"...brain damage!

 

Bill Cosby

 

On the bus going home I heard a most fascinating conversation between an old man and woman. "What a thing, though," the old woman said. "You'd hardly credit it." "She's always made a fuss of the whole family, but never me," the old man said. "Does she have a fire when the young people go to see her?" "Fire?" "She won't get people seeing her without warmth." "I know why she's doing it. Don't think I don't," the old man said. "My sister she said to me, 'I wish I had your easy life.' Now that upset me. I was upset by the way she phrased herself. 'Don't talk to me like that,' I said. 'I've only got to get on the phone and ring a certain number,' I said, 'to have you stopped.'" "Yes," the old woman said, "And you can, can't you?" "Were they always the same?" she said. "When you was a child? Can you throw yourself back? How was they years ago?" "The same," the old man said. "Wicked, isn't it?" the old woman said. "Take care, now" she said, as the old man left her. He didn't say a word but got off the bus looking disgruntled.

 

Joe Orton

 

I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."

 

Betty Edwards