Didactic abstractions are necessary and do not mislead learners

Evidence

The traditional descriptive philosophy, backed by a course in the history of philosophy and by the reading of a certain number of philosophers, in practice seems the best thing. Descriptive, definitional philosophy may be a dogmatic abstraction, just as grammar and mathematics are, but it is an educational and didactive necessity. “One equals one” is an abstraction, but it leads nobody to think that one fly equals one elephant. — Antonio Gramsci, Selections from the Prison Notebooks, 367

Categorization

• DEFINE: Gramsci’s defense of dogmatic-abstraction teaching is a definitional point about how rudiments function.
• XREF: connects to: Schematic educational abstractions are actively absorbed and productive — Antonio Gramsci, Selections from the Prison Notebooks, 368; Learners actively create meaning even within abstract drill — Antonio Gramsci, Selections from the Prison Notebooks, 368; All understanding is necessarily reductive abstraction (+6 more)
• yield-rescued: below the book’s yield-target cutoff, included anyway for connecting to: Schematic educational abstractions are actively absorbed and productive — Antonio Gramsci, Selections from the Prison Notebooks, 368; Learners actively create meaning even within abstract drill — Antonio Gramsci, Selections from the Prison Notebooks, 368; All understanding is necessarily reductive abstraction (+6 more)

Broader Connections

• Abstraction animates and sharpens what it simultaneously hardens into being #complicates (0.84)
• Binary schematization’s completeness claim masks the imposition behind any dichotomy #complicates (0.74)