Well done.<\/p>\n
However, if the child is at the same time being led to believe that there is absolutely nothing after the 2, really nothing at all, because 2 is simply ‘the best of the best’, then the child will have the biggest trouble to get past the number 2, let\u2019s say, on its way to number 3.<\/p>\n
Good\u2026<\/p>\n
However, if you at the same time … you will run into the same problem again with 4.<\/p>\n
And then we might arrive at 5, with quite a lot of effort.<\/p>\n
And just maybe … we come to 6 … somewhere at the age of retirement … and …<\/p>\n
And well. Actually we did not even want to teach the child to count to 10. We just wanted the child learning to count<\/p>\n
\u2026 to infinity.<\/strong><\/p><\/blockquote>\n
One often hears\/reads: people need a ‘stepping stone’, on the way to deeper understanding. That ‘stepping stone’ is a belief in some kind of New-Age-y idea (or just really very Old-Age-y, does it matter?), something that pulls them out of the purely materialistic idea in which they might already have been a child for 30 or 40 years, on their way to insight in their own deeper possibilities.<\/p>\n
That is possible.<\/p>\n
But what I usually notice then is that people \u2013 as with our count above \u2013 just get stuck: at 2, at 3, at 4, … and then back to 2 or even to 1 …<\/p>\n
All things considered I personally think that ‘stepping stones’ are not recommendable,<\/strong><\/p><\/blockquote>\n
unless they are handed down in very great openness. But of course: then it would not be stepping stones anymore. Then it would be just the whole open thing from the start.<\/p>\n
So show 1 and 2 and immediately<\/em> show, even in advance<\/em>, that it does not stop at 2, it always goes further.<\/p>\n
By the way: also the 0 is important.<\/strong><\/p><\/blockquote>\n
The 0 is very special. It is a starting point and an end. And you don’t have to do anything at all, for that 0. It goes entirely ‘spontaneously’ \ud83d\ude0a.<\/p>\n