“The Mother of Reason and Revelation”: Benjamin on the Metaphysics of Language

This paper is a reconstruction of Walter Benjamin's philosophy of language, especially as it expressed in 1916's “On Language as Such and the Language of Man”. I read Benjamin's theory as a contribution to what Charles Taylor has called the “expressivist” tradition that includes eighteenth century thinkers like J.G. Herder and J.G. Hamann. Hamann's work and his interpretation of the theological concept of condescension are of particular importance. Although Benjamin's views are often regarded as impenetrable or mystical, they are relevant to and, in part, motivated by concerns of more mainstream twentieth century philosophy of language, in particular Russell's paradox. His “metaphysics of language” understands reference or designation, central to analytic theories of meaning, as derived from a more fundamental, aesthetic meaning.     

Explaining Kazakhstani identity: supraethnic identity,ethnicity, language,and citizenship

The demographic composition of Kazakhstan after the fall of the Soviet Union presented a dilemma to the new Kazakhstani government: Should it advance a Kazakh identity as paramount, possibly alienating the large non-Kazakh population? Or should it advocate for a non-ethnicized national identity? How would those decisions be made in light of global norms of liberal multiculturalism? And, critically, would citizens respond to new frames of identity? This paper provides an empirical look at supraethnic identity-building in Kazakhstan – that is, at the development of a national identity that individuals place above or alongside their ethnic identification. We closely examine the Assembly of People of Kazakhstan to describe how Kazakhstani policies intersect with theories of nationalism and nation-building. We then use ordered probit models to analyze data from a 2014 survey to examine how citizens of Kazakhstan associate with a “Kazakhstani” supraethnic identity. Our findings suggest that despite the Assembly of People’s rhetoric, there are still significant barriers to citizen-level adoption of a supraethnic identity in Kazakhstan, particularly regarding language. However, many individuals do claim an association with Kazakhstani identity, especially those individuals who strongly value citizenship in the abstract.     

Who stands for the norm? The place of metonymy in androcentric language

Since its emergence as an academic discipline in the early 1970s, feminist commentary and scholarship has prosecuted a critique of androcentric or sexist (gender exclusive) language, which has to some extent been successful. The struggle by women to occupy a positive linguistic space is continually being challenged by the endemic nature of masculine bias, which is realized through “indirect” or “subtle” sexism in the community. Seemingly innocuous words, like guy/guys, are frequently used to represent both men and women, reminiscent of the previous use of man/men as gender-inclusive common nouns. This raises the question of how to account for the persistence of such language use in spite of the fact that attention is regularly drawn to its problematic character. In this paper we approach the matter in a novel way, by appealing to work in the field of cognitive semantics, in particular the conceptual theory of metonymy. We propose that the relationship between the concepts of masculine and feminine as these are typically structured through language is indicative of a metonymy THE MASCULINE FOR THE FEMININE, in which the masculine “stands for” the feminine and in which lexical items are given as inclusive yet in effect refer to one (normative) gender. A corollary is that the feminine is subsumed (really or virtually) by the presence of the masculine and is made to disappear, and only reappears when she needs to be specified within the contextual frame.     

Two principles of equal language recognition

Within the umbrella of equal recognition, several principles of linguistic justice can be distinguished. A first, the per-capita principle, mandates prorating language recognition based on a per-capita distribution. A second, the equal-services principle, prescribes upholding the official languages as the languages in which the state speaks and in which public services are provided, irrespective of changing numbers of speakers. Alan Patten defends the prorated per-capita principle. I argue for the equal-services principle, which practically will often amount to a form of linguistic maximin: the more vulnerable the language, the more numerous the resources.     

“Orbiting the Core”: Politics and the Meaning of Dialect in Chinese Linguistics, 1927–1957

In 1956, the Chinese Communist state launched its official language policy, which included the promulgation of a standard spoken language, called Putonghua. Their justification for this policy and their methods for implementation were guided by intellectual and ideological frameworks that formed during decades preceding the policy's rollout. In particular, Communist language reform was predicated on the conceptualization of Putonghua as a holistic language meant to serve the national body—and of local dialects, called fangyan in Chinese, as dependent on Putonghua for their very definition. This article interrogates the history of this framework. Focusing on dialect surveys from the 1930s, Chinese interpretations of Marxist linguistic theory in the early years of the Communist state, and methods of Putonghua promulgation in the late 1950s, this article reconstructs the epistemological regimes that gave meaning to the concept of independence and autonomy as they related to language in modern China.     

Language and education laws in multi-ethnic de facto states: the cases of Abkhazia and Transnistria

Even after the conflicts of the early 1990s that brought them to their de facto independence, both Abkhazia and Transnistria remained strongly multi-ethnic. In both territories, no single ethnic group is an absolute majority and Russian is the language that is mostly spoken on the streets of Sukhumi and Tiraspol. Legislators of both entities felt the need to deal with multi-ethnicity and multilingualism, including in their constitutions, in laws related to education, or more directly with specific language laws (1992 law “On languages” in Transnistria; 2007 law “On the state language in Abkhazia”). The protection of linguistic rights that is formally part of the legislation of both territories finds limitations in practice. The language of education has proved to be particularly contentious, in particular for Moldovan/Romanian language schools in Transnistria and Georgian language schools in Abkhazia. Why are language laws in Abkhazia and Transnistria so different, in spite of the fact that they are both post-Soviet, multi-ethnic territories that became de facto independent in the early 1990s? The different approaches found in Abkhazia and Transnistria represent remarkable examples of language legislation as a tool for nation-building in ethnically heterogeneous territories.     

贵州汉语中的若干侗台语底层词

贵州汉语中有一批词语在汉语古籍文献和其它汉语中都找不到相应的词语,但却在侗台语诸语言中可找到与其语义相当、语音相同或相近的词,说明它们来自侗台语,可以定之为“底层词”。贵州汉语中存在着侗台语底层语言的事实,对探索贵州汉语发展史和民族关系有重要价值;进行贵州汉语中侗台语底层词的研究,对保护侗台语这一濒临灭绝的、具有地方性的、民族性及古老文化特色的民族非物质文化遗产也有着十分重要的意义。     

三大语系佛教的比较

三大语系(汉语、藏语、巴利语)佛教皆源于印度佛教而各有分异,不但教义、教律、佛理上有差别,更重要的是形成的社会基础和文化背景不同,文化风貌迥异。     

The role of educational strategies in human development： An example of using key word method in teaching Arabic as a second language in Malaysia

This paper is an attempt to discover and recognize the important role of educational strategies in developing human capital in which they become positive agents of human society, such as academic achievement, intellectual abilities, interpersonal skills and also self-esteem. These will be measured using a survey instrument that classifies learning performance via test scores, to test the hypothesis that learning a language will lead to comparable positive self-development, but indirected language learning will affect academic achievement negatively. Therefore, key word methods in learning Arabic language will be used as directed Arabic language learning to measure the significant correlation to both academic and non-academic development of the learners in which the effectiveness of mnemonic strategy in vocabulary memorization is associated with the self-consciousness and personal psyches of the learners. Consequently, they appreciate the knowledge and values they gained from their learning activities, which help them to perform better than students who did not use this type of learning strategy in learning Arabic language. Teachers, on the other hand, would also able to observe the important impact of Arabic language learning on learners＇ academic performance and personality development. Therefore, education is simply a process of acquiring a new knowledge in creating an environment in which students and teachers learn something for themselves.