On Definitions

We have started the Unit on Definitions today -- it's going to be a long and boring unit but one which is important for us to study. Most of the stuff here will be based on Altman 2001.

One lasting metaphor that will help in the long run about the usefulness of definitions is the response to the child's query about what is colour by enumerating colours -- similarly, if we list 7 disabilities in response to what is disability? -- as in PwD 1995 -- then we haven't actually defined disability. It's useful to remember that a definition provides a framework, the disabilities themselves are only examples, examples do not define a concept, they only exemplify.

This is the same pain that research students go through as well when they are starting out, and less commonly, some popular teachers as well, when they prefer providing examples in response to a query in the class, typically, they reason, it's difficult to define a concept without examples. It's perhaps true that a longer lasting learning takes place when examples are provided but it's also equally true (and important) that we exercise our mind in thinking abstractly about concepts and structures. Examples will surely follow.