We
might || could imagine that the
language (4) is the
entire language of A and B; even the entire
language of a tribe. The children are brought up to carry
out just these || these
activities, to use just these || these
words and to react in just
this || this || the activities in
question, to use such & such words and to react in such
& such a way to the words of
another || others.
An important part of the training will consist in the teacher's pointing to the objects, directing the attention of the child || child's attention to them and at the same time pronouncing a word; for instance, the word ‘slab’ in pointing to this block. (I do not || don't want to call this “ostensive explanation” or “definition”, because the child can't as yet ask what the thing is called. I will call it “ostensive teaching of words”. – I say it || this will constitute an important part of the training, because that || this is the case among || so with human beings, not because it couldn't be imagined || we couldn't imagine it differently || otherwise.) This ostensive teaching of the words, one might say, fixes || makes an associative connection between the word and the thing. But what does that mean? Well, it may mean various things; but probably what first comes to one's mind is that || occurs to one is that || what first occurs to one is probably that an image of the thing comes before the child's mind when it hears the word. But suppose that happens – is that the purpose 4 ¤
of the word? –
Yes,
it || It may be
the || its
purpose || aim. – I can imagine
words
(i.e. here || I
mean || i.e. series of sounds)
having an application of this sort. || such a use of words
(i.e. series of
sounds). (Their utterance is so to speak
the striking of || To pronounce them would be like
striking a key on
the || a piano of
ideas || images.)
But in the || our language
(3 || 4) it is not
the purpose || aim of the words
to call up
ideas || images.
(Though it may of course turn out
that this is conducive || this may, of course, be found to be
helpful to their real
aim || purpose.) But if that is what the ostensive teaching brings about, – shall I say that it brings about the understanding of the word? Doesn't someone || he understand the cry || order “slab!” if he acts in such and such a way on hearing it? – The ostensive teaching helped to produce this no doubt || indeed helped to bring this about, but only in connection with a certain course of instruction || training. With a different course of instruction || training the same ostensive teaching of these words would have brought about quite a different understanding. – Of that || this more later. || at a later point. “When I connect || By connecting up the rod with the lever || this lever with this rod by means of the || a peg, I make the brake ready for use || put the brake in order.” – Yes, given all the rest of the mechanism. Only together with this mechanism is it a brake lever; and without || detached from its support it isn't even a lever, but can be all sorts of things, or nothing || it may be anything. |
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