Steven Pinker wrote in the introduction to one of his books that every idea in the book may turn out to be wrong, but that would be progress, because our old ideas were too vapid to be wrong. In this essay we are also trying to understand which the right question is. We are looking for a question for which we do not have to look for a single correct answer. We are looking for a question that makes those who prone thinking to be actually start thinking. Here is the question: what does a child learn? We remember that all of us, our children and our grandchildren played with things that were made available to them. Some of us played with dolls, balls, Barbie dolls, Lego blocks, or 5G smart gadgets. The child kicked the ball, comforted the doll the same way as nowadays he or she plays with 5G smart gadgets without any prior training. The tools have simply become more sophisticated. However, something did not change. Ancient Greek tales were read to all. Is it possible the other way round, namely to read or watch contemporary tales on ancient Greek gadgets? We tend to claim that this is impossible, as gadgets are becoming ever more modern day by day, and ancient Greek tales and their ethical norms do not change. In this essay we argue that the ‘Septem Artes Liberales’ are permanent, but the ‘Septem Artes Vulgares’ change. As we stated earlier, the emphasis is on asking the right question. Noam Chomsky suggests the terms ‘problem’ and ‘mystery’. Here and now, we are using the terms ‘puzzle’ and ‘mystery’ to depict unknown phenomena. This is how we view it: the unknown phenomena of the world are mistakenly classified as puzzles, to which someone either already knows the solution or else the solution will become known sometime in the future. Let us instead accept a world where the ‘Septem Artes Liberales’ have mysteries, while the ‘Septem Artes Vulgares’ have puzzles. This explains why the solutions for puzzles have become more sophisticated over time. The mysteries have endured, and it is good that they have done so.
Ariely, D. (2010). The Upside of Irrationality: The Unexpected Benefits of Defying Logic at Work and at Home. New York: HarperCollins Publishers.
Bruner, J. S. (1996). The Culture of Education. Cambridge: Harvard University Press.
Chomsky, A. N. (2015). What Kind of Creatures Are We? New York: Columbia University Press, https://doi.org/10.7312/chom17596
Harford, T. (2008). The Logic of Life: The Rational Economics of an Irrational World. New York: Penguin Random House.
Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.
Lakoff, G., Johnson, M. (1999). Philosophy in the Flesh: the Embodied Mind and its Challenge to Western Thought. New York: Basic Books.
Lakoff, G., Johnson, M. (2003). Metaphors We Live By. Chicago: University of Chicago Press.
Mintzberg (2019). Bedtime Stories for Managers: Farewell to Lofty Leadership...Welcome Engaging Management. Oakland: Berrett-Koehler Publishers.
Pinker, S. (1998). How the Mind Works. London: Penguin Books Ltd.
Popper, K. (1992). Unended Quest. An Intellectual Autobiography. London: Routledge.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), Lincoln: NCB University Press.
Taleb, N. N. (2012). Antifragile: Things That Gain from Disorder. London: Penguin Books Ltd.
Thaler, R. H. (2008). Nudge: Improving Decisions about Health, Wealth, and Happiness. London: Yale University Press.
Thaler, R. H. (2015). Misbehaving: The Making of Behavioral Economics. New York: W.W. Norton.
Tick, A. (2018). Research on the Digital Learning and E-learning Behaviour and Habits of the Early Z Generation. 22nd IEEE International Conference on Intelligent Engineering Systems, INES 2018. 33-38. https://doi.org/10.1109/INES.2018.8523906
Tick, A. (2019). An Extended TAM Model, for Evaluating eLearning Acceptance, Digital Learning and Smart Tool Usage. ACTA POLYTECHNICA, 16(9). 213-233. https://doi.org/10.12700/APH.16.9.2019.9.12
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2021 Jolan Velencei