Consider, for example, a book in the hands of a student. The book
is made up of a series of reasonings designed to make a student
undersrand some material. Bur now the schoolmaster opens his
mouth to explain the book. He makes a series of reasonings in
order to explain the series of reasonings that constitute the
book. But why should the book need such help? Instead of pay
ing for an explicator, couldn't a father simply give the book to
his son and the child understand directly the reasonings of the
book? And if he doesn't understand them, why would he be any
more likely to understand the reasonings that would explain tov
him what he hasn't understood? Are those reasonings of a dif
ferent nature? And if so, wouldn't it be necessary to explain the
way in which to understand them?
No comments:
Post a Comment