(Thoughts on) Language(s) - Part 4 of 4
The human mind has an extremely intricate and complex structure which, at a scientific level, we understand little about. Little hints here and there succeed in invoking in us extraordinarily rich experience and interpretation, and it is surprisingly uniformly for different people. The only explanation is that it is something rooted in our nature.
Qualitatively speaking, these phenomena are very much as physical growth: the nutrition that is given to an organism is not what determines that it is going to be a human or a bird, but something about its internal structure. And what determines that we are going to be the kind of a creature that can speak and interpret a sign or a line(s) evoking an emotional experience that is in our nature is far beyond what we know how to study that.
Children grow the language that is roughly out of their peers and that is an extraordinary rich system: they do not try, they cannot prevent themselves from doing it, they cannot make it happen. Parents, of course, can enrich children, though at peak periods of acquisition of vocabulary – learning new words – children are peaking them up at a rate of one per hour. If we think of what it means to learn a word on one exposure, the way to understand how amazing achievement this is, is to try to define a word.
Let us suppose we have an organism that is not equipped to learn the words of human language and we must teach it words by training. We would have, firstly, to define a word – what is the meaning of table, for instance. Nobody can do that. What we call definitions are just hints that people who already know the concept can use to understand what is going on.












