These mini-essays help students of any age to re-understand education in a deeper and more connected way.

They look for “circum-spective” intelligence. (Not in the sense of prudential or cautious but in the sense of “around-looking.”)

One of the things to begin to see is that explaining things in schools is misleading “*ab initio*” (i.e., from the beginning).

Let’s do an example:

In basic algebra, you’re asked: what happens to (*x*^{2} – 1)/(*x* – 1) as *x* “goes to” (i.e., becomes) 1.

If you look at the numerator (thing on top), x^{2} is also 1 (since 1 times 1 is 1) and (1 – 1) is zero. The denominator is also (1 – 1) and zero.

You’re then told that’s a no-no and that’s because zeros and infinities lead to all kinds of arithmetic “bad behavior” or singularities.

You’re then supposed to see that *x*^{2} – 1 can be re-written as (*x* – 1)(*x* + 1) and since “like cancels like,” you cancel the *x* – 1 is the numerator and denominator and “get rid” of it.

This leaves simply *x* + 1. So, as *x* goes to 1, *x* + 1 goes to 2 and you have a “legitimate” answer and have bypassed the impasse of 0 acting badly (i.e., zero divided by zero).

If you re-understand all this more slowly you’ll see that there are endless potential confusions:

For example: you cannot say that (*x*^{2} – 1)/(*x* – 1) = *x* + 1 since looking at the two sides of the equal sign shows different expressions which are not equal.

They’re also not really equivalent.

You could say that coming up with *x* + 1 is a workaround or a “reduced form” or a “downstream rewrite” of (*x*^{2} – 1)/(*x* – 1).

This reminds us of the endless confusions in high school science: if you combine hydrogen gas (H_{2}) with oxygen gas (O_{2}) you don’t get water (H_{2}O). Water is the result of a chemical reaction giving you a compound.

A mixture is not a compound. Chemistry is based on this distinction.

Math and science for that matter, are based on taking a formula or expression (like the one we saw above) and “de-cluttering” it or “shaking loose” a variant form which is not identical and not the same but functionally equivalent in a restricted way.

A lot of students who fail to follow high school or college science sense these and other “language and number” problems of hidden vagueness.

School courses punish students who “muse” to themselves about hidden vagueness. This behavior is pre-defined as “bad woolgathering” but we turn this upside down and claim it is potentially “good woolgathering” and might lead to enchantment which then underlies progress in getting past one’s fear of something like math or science or anything else.

One is surrounded by this layer of reality on all sides, what Wittgenstein calls “philosophy problems which are really language games.”

Think of daily life: you say to someone: “you can count one me.” You mean trust, rely on, depend on, where count on is a “set phrase.” (The origin of the phrase and how it became a set phrase is probably unknowable and lost in the mists of time.)

“You can count on me” does not mean you can stand on me and then count something…one, two, three.

In other words in all kinds of language (English, say, or math as a language) one is constantly “skating over” such logic-and-nuance-and-meaning issues.

The genius Kurt Gödel (Einstein’s walk around buddy at Princeton) saw this in a deep way and said that it’s deeply surprising that languages work at all (spoken, written or mathematical) since the bilateral sharing of these ambiguities would seem deadly to any clarity at all and communication itself would seem a rather unlikely outcome.

You could also say that drama giants of the twentieth century like Pinter, Ionesco and Beckett, intuit these difficulties which then underlie their plays.

All of this together gives you a more “composite” “circum-spective” view of what is really happening in knowledge acquisition.