When there really is no time to ask the person if they want their life saved, we save their life, obviously!
Such questions are in effect asking how we and our children can solve the problem created by us in effect having a visceral aversion to our children innocently enjoying themselves learning. Why is that the case, and when we are in such a state, what can we do about it?
If you think your child needs you, maybe experiment, tentatively trying different ways of being there for her and making sure she knows you are there for her and want to do what she wants and not what she does not want.
The purpose of the extreme scenarios presented in what-if questions about taking children seriously is to suggest that therefore taking children seriously would lead to disaster. But in fact, the more extreme the scenario, the easier it is to persuade a child that that course of action would be a mistake.
Losing sight of others’ good intentions is a mistake. Reacting badly, as if truth is obvious and we ourselves are in possession of it, tends to be coercive.
If my child wanted to drive, I would find a way to teach her to drive safely and legally, such as on the private farmland of a friend.
Were such an unlikely issue ever to arise, we would talk about it. And it would be an enjoyable conversation in which I am assuming that my child is well-intentioned. Sometimes a child might be exploring an idea thought-experiment style, or wondering what makes something seem wrong, or why someone might want to do something. Playing with ideas is a joy for all of us, especially children lucky enough to be in an environment in which it is safe to think about and to discuss potentially difficult or controversial issues.
Our children are not us. They may well have different ideas from ours. Our ideas might be mistaken. We are fallible. That our ideas feel right does not justify coercing our children. Our children are sovereign beings who do not belong to us but to themselves.
It is not that coercion is always wrong. Self-defence and the defence of others is right. Otherwise evil could win. But when we do intervene to stop one child attacking another, that is a damage limitation exercise, to try to preserve any knowledge creating going on.
The purpose of such what-if questions is to justify coercion, but when you ask the same question about an adult, it is shocking, because we all take adults seriously.
What if [insert feared disastrous outcome here] happens as a result of taking my children seriously instead of coercing them?