Teaching with paradoxes: sorting out sorites soreness.

So it's been a bit frustrating to have students avow that two grains of sand is a pile (and thus denying that one grain never makes the difference between a pile and a non-pile). Yet several have done just that--the majority in one section. So next time, I'm going to walk in and say "Who put this pile of sand on my desk?!" (And, I *vow* there will be two grains.) Then *after* they says that's crazy that two grains of sand are a pile I'll say "Hmmm, well then what do you say about this..."

The idea is that they might well say anything in *response* to a paradox (professional philosophers sure do!), but if you elicit the intuitions when they're off their guard, you can use them against them later.

If you're one of my students, don't spoil the secret! :-)