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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?
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p. 17e

 

Ludwig Wittgenstein

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Philosophers are often like little children, who first scribble random lines on a piece of paper with their pencils, and now ask an adult "What is that?"

 

Ludwig Wittgenstein

 

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

 

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

 

"Do not be a good prisoner of your Christian campus. Be a Bob Marks. BE a problem!" Concerning Marks' unwillingness to be a "meat puppet" in higher academia's disdain of intelligent design,

 

Robert J. Marks

 

"But he has nothing on at all," said a little child at last. "Good heavens! listen to the voice of an innocent child," said the father, and one whispered to the other what the child had said. "But he has nothing on at all," cried at last the whole people. That made a deep impression upon the emperor, for it seemed to him that they were right; but he thought to himself, "Now I must bear up to the end." And the chamberlains walked with still greater dignity, as if they carried the train which did not exist.

 

Hans Christian Andersen