Some questions worth answering

  • From all the knowledge and experience that has been gathered so far, what are the most important lessons or pieces of knowledge which a person should (actively/functionally) know in the present day? What is the best way to teach it? What is the best way to make that knowledge available to everyone?

  • How can we include the outcomes of moral philosophy in all our activities? How can we teach decision making based on an objective and easy to use ethical framework? How can we promote a worldwide culture of ethical thinking? How can we make ethics fashionable?

  • Most people find it difficult to acknowledge or relate to the figures and indicators which are normally used to explain poverty, inequality and private capital accumulation. How can the “mathematics of inequality” be developed and explained to promote awareness and responsibility, especially among the richest part of the population?

  • The current knowledge we have from environmental science about the impact of human activities does not really influence the way most people live their daily lives. How can we bridge this gap between knowing and doing?

  • Although we live in a globalised world, most people do not understand the historical and geopolitical dimension of the moment and place they were born, and in which they are now living. They also have difficulties understanding how their lives are connected to the lives of people in other parts of the world. How can we help individuals and collectives to understand their place on this earth and their role in shaping its future?

El Matallana

Benjamin Lee Whorf: Knowledge and native language*

Quotation

“Science cannot yet understand the transcendental logic of such a state of affairs, for it has not yet freed itself from the illusory necessities of common logic which are only at bottom necessities of grammatical pattern in Western Aryan grammar; necessities for substances which are only necessities for substantives in certain sentence positions, necessities for forces, attractions, etc. which are only necessities for verbs in certain other positions, and so on. Science, if it survives the impending darkness, will next take up the consideration of linguistic principles and divest itself of these illusory linguistic necessities, too long held to be the substance of Reason itself.”

Language, Mind and Reality (1942)

 

Short biography

Whorf graduated from the Massachusetts Institute of Technology (MIT) in 1918 as a chemical engineer. Shortly after graduation, he began his successful career as a fire prevention engineer (inspector) for the Hartford Fire Insurance Company. Afterward he became interested in Native American, Mayan and Aztec languages. In the late 1920s, Whorf communicated his ideas to the intellectual community. As a result, he won a grant from the Social Science Research Council for a trip to Mexico in 1930 and made significant contributions to research on the Aztec language. In 1931, the well known linguist Edward Sapir took a job teaching at Yale University, and Whorf enrolled there as a part-time, non-degree graduate student. Sapir recommended Whorf to study the Hopi language. Whorf published three papers in MIT’s Technology Review in 1940 and 1941, and died of cancer at the age of 44 on July 26, 1941, at his home in Wethersfield, Connecticut.

 

* Carroll, J. (ed.) Language, Thought and Reality: Selected Writings of Benjamin Lee Whorf. The Massachusetts Institute of Technology, 1956.

 

El Matallana