Kirsten Walsh and Adrian Currie contributed a 2015 article to the journal "Metaphilosophy" in which they quoted the verbatim definition of lie-to-children from "The Science of Discworld" and discussed the impact of such behavior on students. Walsh and Currie concluded that mythmaking within education in order to teach a more complex concept is a form of unwarranted behavior with detrimental impact upon instruction methodology. In a 2015 article, "The Conversation" compared the concept to Wittgenstein's ladder, and defined it: "that in order to get across a complicated idea, sometimes you need to use an explanation that is actually wrong but which helps a child—or anyone learning about anything complex—build an understanding of that issue."