Interpretation: a Journal of Political Philosophy
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John Benjamins Publishing Company
John Benjamins Publishing Company This is a contribution from Chomskyan (R)evolutions. Edited by Douglas A. Kibbee. © 2010. John Benjamins Publishing Company This electronic file may not be altered in any way. Permission is granted by the publishers to post this file on the author’s webpage and/or institutional server, to distribute it through mailing lists and to use it in any other way that serves the promotion of the publication. Tables of Contents, abstracts and guidelines are available at <http://www.benjamins.com/>www.benjamins.com Chomsky’s Atavistic Revolution (with a little help from his enemies) John E. Joseph University of Edinburgh The Oxford English Dictionary defines Modernism as a “movement characterised by a deliberate break with classical and traditional forms or methods”. This is borne out by examination of how ‘modern’ linguists have routinely established an ironic distance between their own work and what went before. The exception is Chomsky, whose ‘atavistic’ revolution, harking back to putative early modern roots, broke all the rules in terms of the stance one could take toward intellectual predecessors in the wake of modernism. It showed how “a deliberate break with classical and traditional forms or methods” could be brought about by, not ignoring traditional methods, or taking an ironic distance from them, but reinterpreting them with a greater time depth. The ultimate irony lies in how Chomsky’s opponents forced an ironic distance on him, turning him into a mere garden-variety modernist — and by so doing, helped to guarantee the success of his generativist programme. atavism. Resemblance to grandparents or more remote ancestors rather than to parents. -
Linguistic Relativity, Interpretative Empathy, and the “Connection of Ideas”
Linguistic Relativity, Interpretative Empathy, and the “Connection of Ideas”: Eighteenth-Century Theories of Linguacultural Development by Martin Francis Emmett McCarvill B.A., University of Victoria, 2004 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (English) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 © Martin Francis Emmett McCarvill, 2013 Abstract This thesis looks at theories of the emergence of linguistic difference put forward by three philosophers of the (long) eighteenth century—Gottfried Wilhelm Leibniz (1646–1716), Étienne Bonnot de Condillac (1715–1780), and Johann Gottfried Herder (1744–1803). The conventional, and in most regards accurate, assessment of these figures places them in different traditions (respectively rationalist, empiricist, romantic); however, I argue, on the matter of the growth and diversification of natural languages, they operate to a nontrivial extent on common ground, unified by a view of language as creative, using metaphor, analogy, and similar figurative operations to expand its expressive base; social, rooted in the desire for human communion; and relativistic, meaning both that language shapes or constitutes thought and that the precise nature of this effect varies according to the individual characters of different languages. These common ideas emerge, despite the different preoccupations of their authors, as a result of their common need to grapple with the “linguistic turn” effected by the Essay Concerning Human Understanding of John Locke (1632–1704) and the emergence of proto-linguistics as a field in its own right. I then consider the implications of this creative–social–relativistic episteme for the current (twentieth- and twenty-first-century) line of research on linguistic relativity inaugurated by BL Whorf (1897–1941). -
Signs and Classrooms
Signs and Classrooms Historical Perspectives on the Role of Signs in Human Development, with Particular Reference to an Urban Classroom John Hardcastle Institute of Education University London Submitted to the University of London in fulfilment of the requirements of the degree of Doctor of Philosophy November 2003 Abstract The role of language in development has been a central theme in post-war English. However, the European history of ideas about the role of signs has been insufficiently appreciated. I aim to enrich readings of contemporary urban classrooms by recovering something of this history. As the culmination of this work, I trace the story of a poem, written by a Black student in a London classroom, back into the history of discussions and debates that a class conducted with itself over five years. From perspectives provided by the history of ideas and recent work in social memory, I show how the student's representation of a childhood recollection (a visit to the site of a former plantation) was mediated and shaped by 'pedagogical artefacts'. I give a history of one such artefact as an instance of the role of signs in a contemporary classroom. A picture of language as human invention was drawn in the first instance during the European Enlightenment. From this picture a seminal theory about the role of signs in the mastery of mental operations emerged. On this view, memory and imagination depend upon signs. In the aftermath to the French Revolution, language was linked to conceptions of citizenship and human advancement. In Germany, the picture of language was redrawn in the light of Kant's epistemology, and connected to an educational ideal of self cultivation. -
The Work of Hans Aarsleff: a Brief Introduction Knud Haakonssen (E-Mail: [email protected])
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by St Andrews Research Repository The Work of Hans Aarsleff: A Brief Introduction Knud Haakonssen (e-mail: [email protected]) Summary: The essay provides an overview of the main lines of argument that run through the work of Hans Aarsleff. The emphasis is on the history of language theory as an integral part of intellectual history. Key words: Aarsleff, history of language theory, intellectual history In the preface to the second edition of his first book, The Study of Language in England, 1780-1860, Hans Aarsleff suggests that its main virtue was that it had taken a new approach to its subject when the work first appeared in 1967. This approach had subsequently become generally accepted so that the history of language was moved into the province of intellectual history, based on the well- founded thesis … that the study of language in any period is intertwined with events in the larger cultural context, such as developments in natural science, in philosophy, and even in political and religious thought.1 This is an entirely accurate assessment, to which one should add that The Study of Language in England and Aarsleff’s subsequent work were driving forces in this development towards what we now call contextualist intellectual history. However, it is telling that Aarsleff’s methodological statement was made in retrospect, for contextualism has for him always been an approach and a practice, rather than a theory or a programme. Although in later years he has occasionally expressed an appreciation of Wittgenstein’s idea of language as a feature of life forms, he has never committed himself to a definite philosophy of language as the basis for a historiographical method.