How anti-rational memes sabotage culture, education and the Enlightenment.
A problem is something which gives rise to human thought—such as a conflict between two theories, a paradox or anomaly. It does not only refer to ‘bad problems’—conflicts between people, problems that seem to make people miserable, things we would rather avoid. Anything sparking thinking, including enormously enjoyable thinking, like when you notice something and wonder about it, following your curiosity wherever it leads, is a ‘problem’ in this wide sense.
Parents can help their child stay the rebel that society needs to stay healthy, by allowing unfettered conversations going wherever the child’s curiosity takes them.
Unwanted criticism can cripple thinking, destroying the means of error correction and the growth of knowledge.
People sometimes say explicitly that they are fallibilists, but inexplicably they are ‘saying’ that they are infallibilists. They say people are fallible and not omniscient, but they act as if they think people see the truth yet are wickedly choosing evil.
If, when you were five, your parents had told you that you would thank them later for the coercive education to which they were subjecting you, would you have believed them or not? And what would have made you think that they were lying to you?
Having a rule which overrides your reason is at best going to entrench bad habits. How do you know the thing you are forcing yourself (or your child) to do is actually right? If it is right, why can’t you (or your child) feel good about it?
Whatever might happen in the future, it will still not have been right to behave immorally today.
If you think there is a brunt to be borne that is intolerable, what makes you think that it is OK to have a defenceless child bear the brunt of it?!
We do not take people seriously because taking people seriously has this or that alleged effect, we take them seriously because it is right, and because not doing so tends to impede the growth of knowledge. It applies to all ages.
Children are no less creative and rational than adults, whether or not they yet have the explicit language in which to express themselves.
We really do learn from our mistakes, by trial and error. And at the same time we learn how little we know—as when, in climbing a mountain; every step upwards opens some new vista into the unknown, and new worlds unfold themselves of whose existence we knew nothing when we began our climb.
There is “discipline” in the sense of intrinsically motivated, wholeheartedly pursuing and working at something that you live for. Then there is “discipline” in the sense of coercive control. These are two totally different things.
Not all criticism of other people’s ideas is good. Indeed some of it actually interferes with the person’s own criticism in their own mind. Wanted criticism is valuable. Unwanted criticism can be coercive and destructive of knowledge-creating processes that are happening.
Subjecting anyone of any age to coercive education (unwanted criticism) is not taking them seriously. Nor is it even taking the valuableness of criticism seriously! Let alone taking the growth of knowledge seriously.
he idea that criticism of others is always good is a mistake, just like it is a mistake to think that education is always good. It may be good if it is wanted, but not if it is unwanted. Coercive education is not and never has been Taking Children Seriously.
Meet the aggressor where she is, without resistance, as opposed to disapproving from above; see it from her PoV; what was this about?; what led up to this? How can we proceed positively from here?
Even if childhood coercion has virtually no effect, it would not change what it is right or wrong to do to people. And it is not right to do things to people that will impair the growth of knowledge.
Knowledge is conjectural, and we are all fallible. When everything is open to question and we do not hold anything or anyone as an authority, we are free to correct errors that otherwise would have kept us stuck and miserable. Yay!
Coercion impedes progress by impairing error-correcting processes. “The right of the parent over his child lies either in his superior strength or his superior reason. If in his strength, we have only to apply this right universally, in order to drive all morality out of the world. If in his reason, in that reason let him confide.”
Taking Children Seriously is a new VIEW of children—a non-paternalistic view: children do not actually need to be controlled for their own good. An Oxford Karl Popper Society talk.
A discussion about Karl Popper’s epistemology, reason, the growth of knowledge, relativism and certainty.
What if the thing that the child wants to risk is specifically a matter of not being able to easily get out of the situation? What if Jane wants to go pack-packing in the wilderness without a phone or radio? What if she does not want an escape route?
When one is the victim of a great injustice, there is a tremendous temptation to define oneself, and one’s life, at least partly in terms of this injustice. The victim mentality is a terrible mistake because it sabotages the vital process of learning how to have a happy life, solving problems as you go along.
Those who believe the conflict-of-interest theory alleging that problems are not soluble will always be puzzled when they find a situation that looks like an inherent conflict of interest but turns out not to be, as commonly happens when people start taking their children seriously.
Karl Popper’s theory prevails because it solves problems other theories of the growth of knowledge fail to solve, it is a better explanation than its rivals, and it unifies ideas previously thought to be unconnected.
Once one begins to see how extremely general this notion of conjecture and refutation is, then it begins to seem much more likely that learning always follows that pattern.
Understanding that knowledge grows through creative conjecture and inner criticism facilitates non-coercive interactions.
Popper’s work provides an epistemological critique of the teacher-directed learning model, although it appears that Popper himself never made this connection.
How you think people learn informs all your interactions with your children. If you view learning as a creative act in a critical-rational process, you will value highly the idea of consent in decision-making. If you believe people learn through divine revelation or by having knowledge poured into them, that will inform your interactions in a different way from if you think that they learn though conjectures and refutations: you may well think coercion necessary.
Traditional education can be looked at a massive, standardized operation aiming to stuff the allegedly passive bucket minds of children.
Why it is a mistake to think that you are seeing evidence that reason only develops later in childhood.