MATT: I guess i still see it just being an implicit assumption
>>that doesn't really get talked about until modern day fields
>>that exam this assumption.
>I won't deny that fact that their are implicit assumptions working in our
>langauge. Explicating these assumptions helps us overcome them (if they
>need to be overcome). However, think of it this way: were you able to
>articulate the problems you had with subject/object thinking until you
>began to talk this way? If you had been introduced to an alternative
>distinction, you might have been able to articulate your misgivings, but I
>doubt they would have been able to be directly equated with the misgivings
>of a subject/object distinction. See what I'm saying? (I'm having
>articulating myself, at the moment;-) Think of Pirsig's talk of platypi.
>These platypi are linguistic. The problems and platypi arise because of
>the way we talk. So, to get rid of them, we need to change the way we talk.
>At least, this would be an historicist interpretation. The Chomskyes of
>the world would definitely be more inclined to believe that there is a root
>bottom constant in our language and, therefore, description of the world.
Well there isn't a grammar in any language that strays from
(only the order strays). But I do think subject and object
has a nuance factor also; universal grammer of course doesn't equal
I'm sorry but I'm not completely sold yet.
What you said about articulating the subject/object until we began to talk
this way is getting at what I am having trouble with---
You don't really start thinking about this until adolescence
At what age did YOU really start to think about "subjects" and
It also doesn't surprise Homer doesn't use these words...like I said
most fictional work today doesn't either.
I guess what I am having trouble with is that an 8 yr old TODAY and
an 8 year old in Homer's time wouldn't have discussed subject and
It seems to be a developmental or schooling not just a historical aspect.
There is some research showing that without a certain level of
education, particularly math that adults today do not develop
full abstract abilities.
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