The word is not the thing
That’s the pedagogy. It’s reflection and an actual embodiment of the enlightened concept that one must see things as they are in their suchness and describe them, knowing that the word is not the thing.
- 01
Direct perception
See things as they are.
- 02
Semantic description
Describe those truths in the language of mathematics.
- 03
Conventional language
In addition to one’s semantic comprehension.
The equation and the image
Once we get into the language of mathematics describing that direct perception, we need those equations to be there.
The key philosophy is the equation and the image show up on the screen at the same time, when that’s possible.
If I say two to the power of five, it’d be nice to show the vertices of a 5D cube at the same time, or to show some sort of doubling—doubling, doubling, doubling—from the numerical progression World, to show that number.
The same concept in either World
The interesting thing is to have the student be able to learn that same concept in either of the Worlds. So they don’t have to be in a particular World to learn that concept. AdamAI can jump through different Worlds to teach that concept.
See the necessity of the unknown
Would it be, “Here’s a bunch of two-step equations. Let’s see if you can get answer, answer, answer, answer”? No. It would be more like, “This is the thing. Play around with it. Here’s a balance beam. Put more on this side, put more on that side.”
Can you see the answer immediately? Not as altering the equality on both sides, but see what’s the necessity of the unknown. Can you see it as area, volume? Can you see it in all these different ways?