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Loss of Language, Loss of Thought (the dumbing down of America)
IC ^ | Wolfgang Grassl

Posted on 07/02/2010 11:48:13 AM PDT by NYer


Loss of language among the younger population --
that is to say, the ability to formulate and enunciate properly constructed sentences that reflect clear thought -- is growing at a staggering rate in the United States. Even among students whose academic aptitude is well above the national average, my years as an undergraduate business professor show that four out of five will make grave spelling errors in written assignments or exams, and about half that regularly commit grammatical blunders. The ubiquitous confusion between "there" and "their" may still be considered a quaint and negligible fluke that nearly creates a new orthographic norm; the inability to express lucid arguments must not.
 
What is being lost is the capacity to think in terms of cause and effect, of distinguishing between differing levels of argument, and particularly any appreciation for abstraction. Increasingly, students expect to be spoon-fed with concrete examples, operational instructions, mechanical repetitions, and pictorial representation. The loss of language is but a symptom of the loss of thought -- and losing thought means losing much more.
 
Assume a typical question in an introductory class on marketing: "Why do we segment markets?" A typical student response is: "What do you mean?" Even the most experienced professor can only paraphrase the question: "Why do we, in nearly all product markets, break down total customer demand into smaller groups?" A response will then frequently start with, "It's like . . ." The question requires students to provide an explanation and not a definition -- to recognize that the question concerns reasons and not causes, and that these reasons must be of a more general nature than any particular example of segmented markets. Inability to answer the question reveals not a lack of factual knowledge -- every student can understand the variability in consumers' desire for and benefits from various products. It rather shows deficiency in grasping the nature of "why" questions, which require moving beyond concrete examples.
 
Let us, in Wittgenstein's fashion, look at the grammar of "it's like," for it reveals the nature of the problem. The phrase seeks to define something by exemplification. As an answer to the question, "What is a ball?" the "it" in "it's like" does not refer to the definiendum, but to the request for a definition. The traditional way of defining something, according to Aristotle and the scholastic logicians, was per genus proximum et differentiam specificam: We need to name the higher category to which a term belongs, then specify some characteristic that sets it apart from other things within this category.
 
However, "like" does not seek to place a ball into the next higher category of spheres or objects, nor does it offer a synonym. It gives an instance of balls, or of the usage of balls. Providing merely an aspect of what is to be explained is not only reductionist (by substituting a part for the whole); it is also a subjectivist move that avoids describing and thus reflecting on the essence of what is to be explained. It is indicative of our age of increasing relativism under the guise of "pluralism" and "tolerance" -- your feeling about the nature of something is just as good as my feeling, because there really isn't any "is"; there may not even be an "a." Then a ball might as well have edges, for who can tell me that I can only call something a ball if it is round?
 
 
The problem ultimately lies in a misconstrued metaphysics, or rather in the absence of any notion of ontology at all. When Bill Clinton was asked whether he had sexual relations with a White House intern and famously replied that this depended on the meaning of "is," his statement was of course evasive and facetious. But it was also intelligent: For apart from the time-indexed meaning of the copula in the present tense, the "is" in "This is a ball" is different from that in "A ball is a spherical object." The first sentence identifies a particular (or token) as a member of a class (or type), whereas the second offers a definition through the synonymy of types. The "is" in "it's like" is neither of these, for it seeks to define a type -- for example, "a ball" or "market segmentation" -- by reference to a token. It does not even modify the definiendum directly.
 
There is a curious reluctance to think about the nature of things, maybe as a result of decades of teaching that there is no such nature apart from what one wants them to be. Rather, students increasingly see the world phenomenologically -- as a haphazard arrangement of "stuff" and of events informed by the sensory impressions of their own experience but devoid of any structure.
 
Surveys show that the average American receives some 5,000 external stimuli per day and spends more than eight hours a day in front of screens -- television, computer monitors, cellphones, gaming consoles, and so on. Where in earlier ages people worked in their gardens, played an instrument, went fishing, read books, entertained guests, or engaged in conversation with family or friends, they have become passive and speechless consumers of canned content. These screens help produce a people that is losing its language. But more importantly, these people no longer see structures in their world but rather a bewildering juxtaposition of seemingly unrelated events. Vicarious living and proxy experiences are the deeper problem with our students' loss of language.
 
Of course, not all students are alike: Many do excel and emerge as active thinkers and thoughtful speakers. But as a society, we are a far cry from seeing the critical thinking that progressive educators want to convey. In order to think critically, one must be able to keep causes apart from effects, fact from interpretation, belief from knowledge, definitions from explanations, and much more. Critical thought requires determining the range of alternatives and applying to them a clear and consistent standard of evaluation.
 
But not only is such standard often amiss after years of indoctrination in relativism, even the range of alternatives is not clear. Understanding what scholastic philosophers have called the status quaestionis has become a challenge. Students often simply do not understand the nature (and grammar) of the question and match it with a fitting answer format. It is a problem of losing language and the ability to work with it logically, creatively, and yes, critically.
 
 
The problem with the loss of language must be identified at a profounder level yet. In our society, words have long lost their meaning and have become arbitrary sounds or icons. Sometimes the American penchant for pragmatism goes to absurd extremes -- as when "entrée" is used not for a first course (or "entry" dish), as in the rest of the world, but for a main course; or when the political term "liberal" has come to be used in the opposite sense of its historical and proper meaning. Yet the vast majority of speakers -- and even our intellectuals -- will see nothing wrong with this, for they honestly believe that words only mean what we want them to mean.
 
The question of the natural or conventional nature of language is one of the oldest in philosophy, of course, and arguments on both sides have been bantered about since Plato. But has any society been so given to arbitrariness and to a redefinition of meaning at will as ours? From there, it is only a short way to redefining the meaning of marriage, family, torture, or the priesthood. Is this an instance of that "dictatorship of relativism" by which Pope Benedict XVI has characterized present-day Western culture?
 
In our society, the power of language has declined. How are students to understand the world of the Bible if curses, blessings, or vows are no longer understood as performative speech acts that have (often immediate) efficacy? How are they to deal with the Catholic view of sacraments, according to which the saying is a doing and brings about an ontological change in the world? How can they relate to the Word (Logos) not referring to or being a name for Christ but being God (Jn 1:1)? How can the greeting, "Peace to this house!" be such a "big deal" that it actually brings about peace (Lk 10:5-6)? How can students still appreciate classical pieces of literature that have protagonists who offer their lives for a promise made?
 
In most cases, what we say no longer matters much, for words have become cheapened. Qui perd sa langue, perd son âme aussi -- "who loses one's language also loses one's soul," the French say. And the Québecois have added: Qui perd sa langue, perd sa foi -- "who loses one's language also loses one's faith."
 
 
Why has American society suffered this degradation? There are, of course, several reasons. For one, pragmatism has become the common national religion. Students have constantly been told that there is no essence and meaning to things, and that they are only what they want themselves to be. They have been fed a heavy diet of relativism and indoctrination in one of the changing variants of collectivism -- feminism, socialism, and nationalism being only the most prominent among them. They are taught what to "make" of themselves, how to "construct" an identity in a category that is politically desirable, but not to discover what -- or rather who -- they are and for which purpose they are in the world.
 
Who still takes the Gospel seriously: "But I tell you that men will have to give account on the day of judgment for every careless word they have spoken. For by your words you will be acquitted, and by your words you will be condemned" (Mt 12:36-37). Our university scholars will interpret such passages away according to "critical hermeneutics." But our students are left speechless if they come across them at all.
 
The blame does not lie with students (although a bit of personal effort might surely be expected). It lies largely with two or more generations of indulgent and misguided educators and with the political guardians of education. Too often the "it's like" phenomenon has been shrugged off. If educators, who are meant to carry the torch of literacy and learning, do not regard these developments as calls to action but dismiss them as a necessary by-product of benign cultural change -- "You know, I'm not sure I could do it myself" -- we suffer from a major dislocation. Our education then no longer has standards to which we educate, or if it does, they are not about outcomes measured in knowledge or skills. And it reveals rhetoric about "liberal education" as nothing but hot air.
 
Remember that, between the Greeks and the Renaissance, the purpose of the artes liberales was defined, the list of subjects was closed, and the books to be read changed little. Of course, at the tertiary level of education, it may be too late to find remedies for the loss of language, unless universities want to be transformed into high schools. The work has to be done in the formative years of students -- in their earlier teens. Forget the renaming of secondary-school "English" into "Language Arts." We need exercises in spelling, grammar, style, speech, rhetoric, and the classics.
 
The phrase "it's like" itself seems, well, like a trifle. But it is a symptom of an underlying and more serious malaise: The loss of an ability to think clearly and express these thoughts perceptibly is no trifling matter. It makes our younger generation, and possibly those generations that succeed them, susceptible to boilerplate thinking and ultimately manipulation by others. A speechless society, or one that can no longer enunciate its will clearly and with a large register of distinctions, is reduced to an ant heap.


TOPICS: Culture/Society; Government
KEYWORDS: america; language; learning; teaching
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To: abigailsmybaby
I remember it starting with the “Valley Girl” speak that all the kids thought was so cool. Unfortunately it caught on in a big way and it just gets worse. Fingernails on a blackboard aren’t as bad as somebody who says “like” six times in a ten word sentence.

Whoa, like down with the like bitchin 'tude dude. You are like so totally like harshing my smooth. Like You know what I like mean.

51 posted on 07/02/2010 2:41:12 PM PDT by commish (Freedom tastes sweetest to those who have fought to preserve it.)
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To: ScoopAmma
Similar damage done in all math areas with the “learning by the calculator” method.

While everyone needs to learn multiplication tables, I know from personal experience that if I do calculations without a calculator, I will make mistakes. Some gear in my brain doesn't quite work right. I took 4 quarters of calculus for engineering, and did well, but the checkbook suffers if I do not use a calculator. I also got through 3 quarters of physical chemistry, so my problem is not understanding the math, it's with the simple arithmetic. Very annoying.
52 posted on 07/02/2010 4:42:42 PM PDT by Nepeta
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To: NYer

Dumbing down isn’t limited to the current crop of high school/college students. The lack of reading comprehension among middle-age managers is astounding.

They want to see only “dashboards”: PowerPoint slides that indicate the status of projects by color-coding - red, yellow, or green.


53 posted on 07/02/2010 6:04:16 PM PDT by LibFreeOrDie (Obama promised a gold mine, but will give us the shaft.)
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To: EyeGuy
Actually, you don't have to go back to Dickens. Take a look at a fourth grade textbook from the early 1950's (when I was in school) and compare the level of language with a current book. The degradation in language is stunning.

Read some old newspapers from World War II. Longer paragraphs and a greater vocabulary were common, even in the unsophisticated Midwest.

Watch some of the movies of the 1930's. The actors spoke in longer sentences with complex sentence structure and a vocabulary rich with words we do not even hear today.

Part of this is due to the increased use of computers, which feed our "instant gratification" portion of the brain. I noticed last year that I was having difficulty reading long passages, and I believe it is because I am on the computer so much. I also noticed I hadn't been reading books much. I decided that I needed to bring back the long attention span I used to have, and have been reading books in the evenings.

Textbooks are also reinforcing the shorter attention span by catering to it. Just as Sesame Street created generations of children who wanted lessons that lasted no more than 2 minutes (complete with cartoons or puppets), the textbooks are now filled with pictures, cartoons and jolly bullet points to get the attention of children who have been raised on video games, computers, and TV.

Here is my scariest comment. I will bet that my post is one of the longest posts on this forum (in the replies). I have been here since 1998. Ten years ago it was quite common to see longer posts. (An example of this would be the late, great Common Tator.) I have been struck by how few posts are of any length now. And I will bet a lot of you had trouble reading this whole post, because it looked like too many words.

54 posted on 07/02/2010 6:07:19 PM PDT by Miss Marple
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To: Miss Marple; EyeGuy
Take a look at a fourth grade textbook from the early 1950's (when I was in school) and compare the level of language with a current book. The degradation in language is stunning.

You make some excellent observations, Miss Marple. Like you, I attended elementary school in the 50's. Homework assignments were graded not only on their content but also on proper spelling and grammar. When my daughter (now 24) was in 8th grade, she brought home one of her better Social Studies reports, proud of the A she had received. Reading it through, I was appalled by the poor grammar and spelling errors. I called her teacher the following day to inquire about the oversight. She explained that students are graded on content, not grammar.

When you and I were growing up, we played outside. Neighbors exchanged conversations from their front porches. There was a genuine sense of comaradie. News broadcasts were limited to 30 minutes and covered the news, not scandals. Television time, if one were fortunate to have a set, was restricted. Foods were cooked from scratch. In fact, there were very few restaurants near our home in Queens NY. Today, on the other hand, chains of restaurants proliferate the same thoroughfares, neighbors rarely talk and the news broadcasts run 24 hours / day, filled with gossip and rumors. Worse yet is the amount of taxes we pay for something that is labeled education. Text messaging has replaced English and many of our youth prefer instant meals over those made from scratch.

Thank you both for imparting your memories and wisdom, to this thread.

55 posted on 07/02/2010 7:47:20 PM PDT by NYer ("God dwells in our midst, in the Blessed Sacrament of the altar." St. Maximilian Kolbe)
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To: Nabber

I am 41 so I guess I just thought it was the 80’s...lol.


56 posted on 07/02/2010 9:48:06 PM PDT by napscoordinator
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To: commish

LOL

I mean, um, laughing out loud.


57 posted on 07/02/2010 9:52:03 PM PDT by Larry Lucido (You can evade reality, but you cannot evade the consequences of evading reality. ~Ayn Rand)
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To: NYer

I’m sure this exact article gets written every decade or so. Probably for the past several centuries.

Sure, folks today sign off with TTYL.

In the past, folks used to abbreviate stuff like RSVP. Lazy inarticulate bastards.


58 posted on 07/02/2010 9:54:16 PM PDT by Larry Lucido (You can evade reality, but you cannot evade the consequences of evading reality. ~Ayn Rand)
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To: Fiji Hill
"And the renaming of history, geography, economics, and civics into "Social Studies."

Oh, you are so right! "Social studies" is a discipline that is essentially empty except for green and leftwing propaganda. Commentators feign surprise when youngsters, and even plenty of adults by now, know nothing in the disciplines you have named. But they haven't been taught in the public schools for many years. Our schools have been working on creating Obama voters for a very long time, and they have succeeded. I find this alarming.

59 posted on 07/03/2010 12:20:42 AM PDT by elisheba
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To: elisheba
I should mention also that as I moved through grade school, my school district began to drop phonics. The older teachers continued to teach it using their carefully preserved older teaching materials. Their students learned to read. Newer teachers were not provided with phonics materials to teach from. Gradually, more and more students in my school began to have more and more trouble learning to read and spell. This took place in the late 1950s and early 1960s.

What has happened to the discipline of English is most disheartening. It has become race and sex leftism, no real literature, no grammar, punctuation, spelling. Both of my daughter experienced this in high school.

60 posted on 07/03/2010 12:36:20 AM PDT by elisheba
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To: Larry Lucido

True, to some extent.

However, speaking as the dinosaur I am, there is defnitely a degradation of standards.

the problem is not a few abbreviations or bits of slang; the problem is short attention spans, the inability to concentrate, and a total lack of reason or logic in drawing conclusions.

Example #1 of this is the election of Barack Obama, without anything to recommend him except a vague phrase and the ability to deliver a speech from a teleprompter. Older people asked, “What has he DONE? What is his background and experience? What is his platform? Who does he value as a mentor? Where was he born, what is his health, what type of grades did he make in school?”

Those questions were discounted by the Hopey-changey crowd, who saw nothing except some guy who said things that sounded nice.

Example #2 are the global warming adherents, who refuse to believe any scientific evidence, instead going with feelings. No logic, no understanding of economic consequences, nothing.

Example #3 is the woman who got federal money and thought it came from “Obama’s stash.” No understanding of taxes supporting the government, etc. This woman believes money just appears.

Do go back and look at the examples I gave in books and movies. You will be surprised.


61 posted on 07/03/2010 6:56:26 AM PDT by Miss Marple
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To: commish

Like gag me with a spoon! LOL


62 posted on 07/04/2010 2:18:02 PM PDT by abigailsmybaby ( I'm not going to buy my kids an encyclopedia. Let them walk to school like I did. Yogi Berra)
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To: Spirochete

“Don’t wanna sound like a d—k or nothin’, but it says on your chart that you’re f-—ed up. Ah, you talk like a fag, and your s—t’s all retarded. What I’d do, is just like... ha ha... like... aha... you know, like, you know what I mean, like... haha...”


63 posted on 07/04/2010 2:26:13 PM PDT by dfwgator
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To: NYer; Irisshlass; informavoracious; larose; RJR_fan; Prospero; Conservative Vermont Vet; ...

Government schools are institutionalized child abuse. Period.


64 posted on 07/04/2010 2:30:47 PM PDT by narses ( 'Prefer nothing to the love of Christ.')
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To: NYer

"The problem ultimately lies in a misconstrued metaphysics, or rather in the absence of any notion of ontology at all. When Bill Clinton was asked whether he had sexual relations with a White House intern and famously replied that this depended on the meaning of "is," his statement was of course evasive and facetious. But it was also intelligent: For apart from the time-indexed meaning of the copula in the present tense, the "is" in "This is a ball" is different from that in "A ball is a spherical object." The first sentence identifies a particular (or token) as a member of a class (or type), whereas the second offers a definition through the synonymy of types. The "is" in "it's like" is neither of these, for it seeks to define a type -- for example, "a ball" or "market segmentation" -- by reference to a token. It does not even modify the definiendum directly. There is a curious reluctance to think about the nature of things, maybe as a result of decades of teaching that there is no such nature apart from what one wants them to be. Rather, students increasingly see the world phenomenologically -- as a haphazard arrangement of "stuff" and of events informed by the sensory impressions of their own experience but devoid of any structure."

It makes a nice question for a logic class, even with the president's evasions
of the ontological definiendum.


"Release the second chakra!"


Barry Soetoro: "What does 'absence of any notion of ontology' mean?"


"We must have a long talk sometime...."

65 posted on 07/04/2010 3:26:52 PM PDT by HowlinglyMind-BendingAbsurdity
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To: NYer

66 posted on 07/09/2010 10:46:30 AM PDT by the invisib1e hand (we shall overcome a generation of affirmative action.)
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