| | Hi Ethan,
I appreciate your honesty and open-mindedness in agreeing to read Griffith's theory. He was not writing for the thinking Objectivist mind. As I recall, from my reading of his paper, he is trying at first, to establish common ground with those entrenched in mystical thinking; and thus reason them away from that unhelpful position. I don't know that Griffith knew about Objectivism. He would begin from a different context for you more highly-evolved thinkers.
If you can climb into the author's mind, however flawed, and trace his notion of logic, you may be able to show him how he is wrong GLOBALLY, rather than grind him down one point at a time. This is how I studied Rand in the first place. WHAT WAS HER INTENT ? I know the party line: to explain the philosophy lived by her characters. How did calling people witchdoctors and Attilla the Huns serve her purpose? I just ignored those bits; and hypothesized that she had unresolved personal issues. Little did I know what was going on in the office.
To me, she wanted to make people aware that they could invent a new way of living by the sheer force of their minds. She had done it; and here it was. I never knew that her ideas weren't up for debate, until I stumbled in here last summer. I used my own limited logic to invent a way of life. My experiences were not hers; therefore, how could we have identical views on everything? It just never occurred to me that, that was what she and all Objectivists wanted. Telling people what to think was improper to me. Helping them to discover the truth was. Name calling is not an effective teaching strategy.
I spent my entire working life isolated with 3-7-year-old children. It takes a truthful logic to convince pre-operational children that their behaviour must change. I have read Ethan, that you are the parent of a young girl; you must know that. My mind has been sculpted by children. I have a naive innocence that permeates my thinking. Many people, not just Objectivists, make assumptions about me that are totally inaccurate. They are applying their own egocentricity; they are trying to reason with their perspective, only, as to why; never how, I arrived at such a conclusion. They are not interested in my reasoning processes. They only want compliance with their view.
If you want compliance from a child you either use bribery and force, or you seduce the child with novel ideas. For example: rather than telling children to take their hands off something, expecting compliance, and then using irrelevant rewards, force, or the threat of sanctions, if the child doesn't meet expectations; tell the child that the thing must not be touched, ask the child if she can put her hands in her pockets so that her fingers will stay away from the private property, so that the fingers will behave themselves, and not cause damage. Fingers do that sometimes. To me, compliance is referenced in the child focusing on the body part that needs to be controlled. The "child" is separate from the action, the child doesn't yet understand about the sum of the parts. The fingers are not yet seen, automatically, as part of the person. Children can respond to the notion that they should have a little chat with their fingers. Ask the child to try and think of what could be said to make those fingers pay attention and obey. Obedience to the child, not obedience to the adult, or anyone else.
I didn't read about these strategies. I invented these ideas by understanding child development, and by observing children's behaviour, by trying to understand the child's thinking processes, by reflecting on the child's goals by trying to respond intelligently to challenges presented by children. By doing what Ayn Rand said.
THINK, FORM PREMISES, PROVE THEM, or discard them, LIVE BY THEM, FIND HAPPINESS, THINK AGAIN. I know how to do many things appropriately, because I have tried or imagined many other inappropriate ways. I have no knowledge of formal logic. I have no knowledge of algebra. Is that a liability to living life well? As an aside, I was hoping to ask Leibniz on another thread, to give me his growth strand for differential calculus; but he seems to have gone to Mass* today.
Does that mean that I don't know how to reason? That my thinking is illegitimate? That I can never have an original idea that can be respected ? What do Objectivists do with such people in their Objectivist world?
Do Objectivists recognize the legitimacy of insight; or does that notion incite them?
If possible, read Griffith with a childlike mind, and listen to his fascinating story. Think of it fondly, as a fiction. I think that he learned a lot , as a boy, out there on that sheep farm. Marvel at Griffith's knowledge of cultural anthropology; then hold his premises under the cold light of reason. Perhaps you can show him the error of his ways, and convince him to become an Objectivist.
Do you think that because I was a kindergarten teacher, that I am an unworthy challenger, that those who were the victims of ineffective Maths teachers are less highly evolved humans?
Are there notions that Objectivists "don't get"? Do Objectivists "get everything"? I can see how they, of all humans are capable of it. I surely don't get everything, algebra being the least; but I'm not an Objectivist. Alas, I imagined myself once, to be a groupie.
BTW Are there Objectivist rites of passage, or rights of passage? Hmmmmmmmmmm?
I thank you Ethan for initiating this conversation. Having a friendly Objectivist explore this important issue makes this truly a Good Friday*. I realize that I have a tendency to blather on. My granddaughter isn't finished yet, with me. hahaha
All Best Sharon
* I mentioned Palm Sunday on another thread; and someone assumed me to be a Christian. How is that a logical conclusion?
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