9.
We
imagine that the
language (
[3|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 thesech
activities
ˇ in question, to use
just
these such & such words and to
react in
just this such & such
a way to the words of
another
s.
An important part of the training will consist in the
teacher's pointing to the objects, directing the
attention of the child's
attention to them and
at the same time pronouncing a word; for
instanc
[,|e], the
word ‘slab’
in pointing to this block. (I
do
_n
[o|']t want to call this
“ostensive explanation” or
“definition”, because the child can't
ˇas yet
ask what the thing is called.
I will call it “ostensive teaching of
words”. – I say
will constitute an important part of the training
,
because
th
[at|is]
is
human beings, not because
it
we couldn't
be imagine
d
it
.) This ostensive teaching of
thech words, one might say,
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 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
purpose
sig of the word? –
Yes,
[i|I]t
may be
pu
[s|r]pose
aim. – I can imagine
ˇsuch a use of words
(
i.e. here I mean
i.e. series of sounds)
.
having an application o[n|f] this
sort. (
Their utterance is so
to speak the To pronounce them would be like
striking
of a key on
piano of
.)
But in
language
(
[[2|3]| 4]) it is
not
the
of the words
to call up
.
(Though
it this may
, of
course
, turn out that this is conducive
be found to be helpful to their
.)
But
if that is what the ostensive t
eaching brings about,
– shall I say that it brings about the understanding of the
word? Doesn't
understand the
“slab!” if he a
[s|c]ts in
such and such a way on hearing it? – The
ostensive teaching
ˇindeed helped to
ptoduced produce bring this
no
doubt about, but only in
connection with a certain
training
course of
instruction |
. With a
different
training
course of
instruction |
the same ostensive
teaching of these words would have brought about
quite a
different understanding. – Of
th
[at|is]
more
ˇat a later.
point.
[“|“]When I
By connect
ing ˇup
the rod with th
[e|is] lever
ˇwith
this rod by means of
peg, I
make put the brake
ready for use
in order.
” –
Yes, given all the rest of the mechanism. Only
together with this
ˇmechanism is it a brake lever; and
withoutch detached from
its support it isn't even a lever, but
it may be
anything
can be
all sorts of things, or nothing |
.