Teaching numbers to children is a weirdly terrifying thing. Here is the number “1” and here is the number “2” (oddly you never think to start with “0”) and then comes “3”…etc.

Then you attempt to rationalize the relationships between 1 and 2: “if you have one apple and I give you an apple you then have two apples.” And so on and so forth. You push that logic because, well, because it was how you were taught and because it seems to be foolproof.

[enters the fool, stage left]

Show me your first apple: 🍎

Now show me your second apple: 🍏

HOUSTON WE HAVE A PROBLEM!!!

You said that if I had an apple and you gave me an apple that I would have TWO apples… and sure there are more than ONE apple rolling around in my cart, but they are not really equal.

•••

They weigh the same – they are equal.

…one weighs .00000000000000000000000001 grams less than the other … NOT equal!

•••

They have the same circumference – they are equal.

…one is .00000000000000000000000000000000000000000000000000001 mm smaller than the other. Not equal.

If you are baking a pie, they are equal!

If you are baking a pie for God or for a NASA scientist they are not equal.

•••

(We have cloned an apple!!!) They have the same color and even cells and number of seeds! They are ‘pretty much’ equal!

Not all of those seeds will grow into trees and not all of the trees from each of the seeds will produce the same number of apples … Immanuel Kant would say that they are not equal.

Beyond the reckoning of physical traits, beyond the analysis of their similarities as fruits we can’t get past the fact (yes, fact) that even if only by one atom or even one electron – they aren’t ever going to be equal. We are therefore only ever restricted to thinking of 1+1=2 as a hypothesis because it can’t describe physical quantities (in this dimension).

For own let’s leave it at 1+1=+/-2