1324: "A Simple Riddle 11"
Interesting Things with JC #1324: "A Simple Riddle 11" – What seems obvious at first glance might be a clever trap. In this eleventh riddle challenge, logic twists, and certainty falters. Can you see past the setup?
Curriculum – Episode Anchor
Episode Title
A Simple Riddle 11
Episode Number
#1324
Host
JC
Audience
Grades 9–12, college intro, homeschool, lifelong learners
Subject Area
Philosophy of Mind, Logic, Cognitive Science, Language Arts
Lesson Overview
Define the concept of "consciousness" and how it relates to philosophical paradoxes
Compare the characteristics of logical paradoxes as they appear in each of the three riddle locks
Analyze the symbolic meaning behind each lock and how it challenges perception
Explain how riddles function as cognitive tools to explore abstract concepts like self-awareness
Key Vocabulary
Consciousness (ˈkɒn.ʃəs.nəs) — the state of being aware of and able to think; the answer to the riddle and the central theme
Paradox (ˈpær.ə.dɒks) — a self-contradictory or logically unacceptable conclusion
Observer Effect (əbˈzɜː.vər ɪˈfekt) — the theory that the act of observation alters the phenomenon being observed
Schrödinger’s Cat (ˈʃrɜː.dɪŋ.ɡəz) — a quantum mechanics thought experiment referenced in the third lock’s dual reality riddle
Cognitive Dissonance (ˈkɒɡ.nə.tɪv ˈdɪs.ə.nəns) — mental discomfort from holding conflicting beliefs, reflected in the riddle’s structure
Narrative Core
Open – The episode opens with a riddle embedded in metaphorical language that immediately triggers curiosity
Info – Each of the three locks represents a distinct cognitive or philosophical challenge: binary logic, temporal reasoning, and quantum observation
Details – The twist lies in how each lock resists conventional solutions and requires abstract thinking, ending with a paradoxical invitation to "speak" a non-verbal concept
Reflection – The riddle mirrors how consciousness operates beyond logic, time, and observation—inviting students to reflect on what it means to “know” or “understand”
Closing – These are interesting things, with JC
Transcript
Interesting Things with JC #1324: "A Simple Riddle 11" – What seems obvious at first glance might be a clever trap. In this eleventh riddle challenge, logic twists, and certainty falters. Can you see past the setup?
I am held within a vault with three locks,
Each opened not with a key, but a paradox.
The First Lock:
The First Lock knows only lies or truth,
But never both, nor when to sleuth.
Ask me once, you’ll find no gain,
But ask me twice, and lose your brain.
The Second Lock:
The Second Lock guards the passage of time,
It ticks in verse and speaks in rhyme.
It says: “If today is not tomorrow,
Then when was yesterday’s sorrow?”
The Third Lock:
The Third Lock hums with quantum breath,
Alive, not dead, in Schrödinger's death.
Yet three observers saw three fates—
One saw stillness, one saw gates,
One saw a coin in perfect spin,
Heads and tails, both lose and win.
The Final Clue:
To open the vault and claim your prize,
Speak the word that unifies.
It is not a word you’ve ever said,
But one you’ve thought inside your head.
You can write it, yet it has no ink.
It is spoken, but cannot link.
You know it well—it shaped your fate,
But name it now, before too late.
The Answer is: Consciousness
Student Worksheet
What is the symbolic function of the "three locks" in the riddle?
How does the riddle use paradox to challenge straightforward reasoning?
What real world scientific concept is referenced in the third lock?
How does the concept of “observer effect” relate to the idea of consciousness?
Why is the answer described as a word that has no ink and cannot link?
Teacher Guide
Estimated Time
45–60 minutes
Pre Teaching Vocabulary Strategy
Introduce and contextualize "paradox," "consciousness," and "observer effect" with visual analogies and thought experiments
Anticipated Misconceptions
Students may assume each riddle has a literal solution rather than a metaphorical one
Misunderstanding the quantum analogy in the third lock
Discussion Prompts
Can something be both true and false at the same time?
Is consciousness a product of the brain, or something more abstract?
What does it mean to “know” something?
Differentiation Strategies
ESL: Use visual diagrams to explain paradox and consciousness
IEP: Break down each riddle into simpler logic puzzles
Gifted: Challenge students to create their own metaphorical riddles about abstract concepts
Extension Activities
Write a creative story or riddle that explains consciousness
Debate: “Is consciousness the ultimate paradox?”
Compare this riddle to other philosophical problems (e.g., Plato’s Cave, Turing Test)
Cross Curricular Connections
Physics: Schrödinger’s Cat, observer effect
Philosophy: Theory of mind, Cartesian dualism
Language Arts: Metaphor, allegory, poetic logic
Quiz
Q1. What is the overall answer to the riddle in the episode?
A. Logic
B. Time
C. Consciousness
D. Memory
Answer: C
Q2. What does the first lock represent?
A. Quantum mechanics
B. Binary logic
C. Emotional reasoning
D. Visual illusion
Answer: B
Q3. What famous thought experiment is referenced in the third lock?
A. Plato's Cave
B. Descartes' Demon
C. Schrödinger’s Cat
D. Newton’s Apple
Answer: C
Q4. Which poetic device is used in the second lock’s lines?
A. Alliteration
B. Rhyme
C. Irony
D. Hyperbole
Answer: B
Q5. According to the riddle, how is the final word “spoken”?
A. With ink
B. With code
C. With mind
D. With echo
Answer: C
Assessment
In your own words, describe how each lock in the riddle represents a challenge to understanding consciousness
Explain how riddles like this help us think differently about complex topics like time, truth, and awareness
3–2–1 Rubric
3 = Accurate, complete, thoughtful
2 = Partial or missing detail
1 = Inaccurate or vague
Standards Alignment
Common Core – ELA
CCSS.ELA-LITERACY.RL.11-12.4 — Determine the meaning of words and phrases used in a text
CCSS.ELA-LITERACY.SL.11-12.1 — Engage in collaborative discussions on complex texts
C3 Framework – Social Studies
D2.Civ.7.9-12 — Apply a range of strategies in exploring abstract and philosophical ideas
NGSS – Science and Engineering Practices
SEP1 — Ask questions and define problems, especially in interpreting paradoxes and logic puzzles
ISTE Standards for Students
1.1 Empowered Learner — Use reflection and inquiry to deepen understanding
Cambridge IGCSE English Literature
0500/32 — Analyze how writers use language to influence readers
IB DP Theory of Knowledge (TOK)
Area of Knowledge: Human Sciences — Explore how observation and cognition shape knowledge
Show Notes
In this eleventh riddle-themed episode of Interesting Things with JC, listeners encounter a vault secured with three conceptual locks, each a poetic and philosophical paradox. Through clever use of logic, time-based riddles, and quantum metaphors, the episode guides learners to explore the elusive concept of consciousness.
Focus on Brain Games and Brain Teasers
This episode demonstrates how riddles stimulate deeper learning by challenging surface-level assumptions and engaging multiple parts of the brain. Brain teasers foster critical thinking, pattern recognition, and creativity, all essential 21st-century skills. They promote neuroplasticity, improve memory retention, and help students of all ages build confidence in tackling abstract problems. Using brain games as educational tools transforms curiosity into cognition, making them as vital in the classroom as they are entertaining.
