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When someone asks why we do/think a certain thing we try explaining “ourselves”, not the thing that we do/think. By “try” I mean ‘we make plausible-sounding stuff up’ (and by plausible I mean ‘a mixture of both realistic and aspirational views of self, and some culturally sanctioned stuff for good measure’). The other aspect of adult-teaching-child that fails is the method of teaching most often employed. Very little of how teaching occurs is experiential and empirical – though, depending upon where you are in the world, and which school you go to, that is improving. The personal experience of a piece of sodium exploding upon contact with water gives rise to a far more compelling lesson than starting by “teaching” children how to balance the chemical equation that explains it. A top down approach will only work if the atoms of experience are in place. Explaining the world in terms of humanness and sociality works because we have these atoms of experience within us. It is only through ongoing authoritarian teaching that we apply these human/social folk theories to non-human/non-social phenomena after the age of about 11. If we provide the (quite literal) atoms of experience (the exploding sodium) and then provide an explanation that relies on that first hand experience (eventually getting to the balanced chemical equation) it teaches the general environment-first lesson. Teaching the interaction through the medium of the mathematical equation (itself a human-first view) necessarily leads to a confused understanding of the world. The very fact of teaching implies an ability to explain or describe, which assumes an available narrative – demonstration is both an entirely different skill, and an entirely different path to knowledge.
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