Let’s [address] the question of how humans acquired music and language, since it helps us to understand the revolutionary power of imitation. Music and language are skills, and skills are not like physical attributes – bigger wings, longer legs: not only can they be imitated, which obviously physical characteristics on the whole can’t, but in the case of music and language they are reciprocal skills, of no use to individuals on their own, though of more than a little use to a group. An account of the development of skills such as language purely by the competitive force of classical natural selection has to contend not only with the fact that the skills could easily be mimicked by those not genetically related, thus seriously eroding the selective power in favour of the gene, but also with the fact that unless they were mimicked they wouldn’t be much use. Imitation would itself have a selective advantage: it would enable those who were skilled imitators to strengthen the bonds that tied them to others within the group, and make social groups stable and enduring. Those groups that were most cohesive would survive best, and the whole group’s genes would do better, or not, depending on the acquisition of shared skills that promote bonding – such as music, or ultimately language. Those individuals less able to imitate would be less well bound into the group, and would not prosper to the same degree.
The other big selective factor in acquiring skills and fitting in with the group would be flexibility, which comes with expansion of the frontal lobes – particularly the right frontal lobe, which is also the seat of social intelligence. Skills are intuitive, ‘inhabited’ ways of being and behaving, not analytically structured, rule-based techniques. So it may be that we were selected – not for specific abilities, with specific genes for each, such as the ‘language gene(s)’ or the ‘music gene(s)’ – not even ‘group selected’ for such genes – but individually for the dual skills of flexibility and the power to mimic, which are what is required to develop skills in general.
All this curious development of the sixth century B.C. is extremely important for psychology. For with this wrenching of psyche = life over to psyche = soul, there came other changes to balance it as the enormous inner tensions of a lexicon always do. The word soma had meant corpse or deadness, the opposite of psyche as livingness. So now, as psyche becomes soul, so soma remains as its opposite, becoming body. And dualism, the supposed separation of soul and body, has begun.
But the matter does not stop there. In Pindar, Heraclitus, and others around 500 B.C., psyche and nous begin to coalesce. It is now the conscious subjective mind-space and its self that is opposed to the material body. Cults spring up about this new wonder-provoking division between psyche and soma. It both excites and seems to explain the new conscious experience, thus reinforcing its very existence. The conscious psyche is imprisoned in the body as in a tomb. It becomes an object of wide-eyed controversy. Where is it? And the locations in the body or out-side it vary. What is it made of? Water (Thales), blood, air (Anaximenes), breath (Xenophanes), fire (Heraclitus), and so on, as the science of it all begins in a morass of pseudoquestions.
So dualism, that central difficulty in this problem of consciousness, begins its huge haunted career through history, to be firmly set in the firmament of thought by Plato, moving through Gnosticism into the great religions, up through the arrogant assurances of Descartes to become one of the great spurious quandaries of modern psychology.
At the beginning, we noted that archaeologists, by brushing the dust of the ages from around the broken shards of pottery from the period of the Dorian invasions, have been able to reveal continuities and changes from site to site, and so to prove that a complex series of migrations was occurring. In a sense, we have been doing the same thing with language throughout this chapter. We have taken broken-off bits of vocabulary, those that came to refer to some kind of mental function, and by their contexts from text to text, attempted to demonstrate that a huge complex series of changes in mentality was going on during these obscure periods that followed the Dorian invasions in Greece.
Let no one think these are just word changes. Word changes are concept changes and concept changes are behavioral changes. The entire history of religions and of politics and even of science stands shrill witness to that. Without words like soul, liberty, or truth, the pageant of this human condition would have been filled with different roles, different climaxes. And so with the words we have designated as preconscious hypostases, which by the generating process of metaphor through these few centuries unite into the operator of consciousness.
I have now completed that part of the story of Greek consciousness that I intended to tell. More of it could be told, how the two nonstimulus-bound hypostases come to overshadow the rest, how nous and psyche come to be almost interchangeable in later writers, such as Parmenides and Democritus, and take on even new metaphor depths with the invention of logos and of the forms of truth, virtue, and beauty.
But that is another task. The Greek subjective conscious mind, quite apart from its pseudostructure of soul, has been born out of song and poetry. From here it moves out into its own history, into the narratizing introspections of a Socrates and the spatialized classifications and analyses of an Aristotle, and from there into Hebrew, Alexandrian, and Roman thought. And then into the history of a world which, because of it, will never be the same again.
Julian Jaynes, The Origin of Consciousness in the Breakdown of the Bicameral Mind.
From a philosophical perspective, the discovery of mirror neurons is exciting because it gave us an idea of how motor primitives could have been used as semantic primitives: that is, how meaning could be communicated between agents. Thanks to our mirror neurons, we can consciously experience another human being’s movements as meaningful.Perhaps the evolutionary precursor of language was not animal calls but gestural communication. The transmission of meaning may initially have grown out of the unconscious bodily self-model and out of motor agency, based, in our primate ancestors, on elementary gesturing. Sounds may only later have been associated with gestures, perhaps with facial gestures—such as scowling, wincing, or grinning—that already carried meaning. Still today, the silent observation of another human being grasping an object is immediately understood, because, without symbols or thought in between, it evokes the same motor representation in the parieto-frontal mirror system of our own brain. As Professor Rizzolatti and Dr. Maddalena Fabbri Destro from the Department of Neuroscience at the University of Parma put it: “[T]he mirror mechanism solved, at an initial stage of language evolution, two fundamental communication problems: parity and direct comprehension. Thanks to the mirror neurons, what counted for the sender of the message also counted for the receiver. No arbitrary symbols were required. The comprehension was inherent in the neural organization of the two individuals.”
Such ideas give a new and rich meaning not only to the concepts of “grasping” and “mentally grasping the intention of another human being,” but, more important, also to the concept of grasping a concept—the essence of human thought itself. It may have to do with simulating hand movements in your mind but in a much more abstract manner. Humankind has apparently known this for centuries, intuitively: “Concept” comes from the Latin conceptum, meaning “a thing conceived,” which, like our modern “to conceive of something,” is rooted in the Latin verb concipere, “to take in and hold.” As early as 1340, a second meaning of the term had appeared: “taking into your mind.” Surprisingly, there is a representation of the human hand in Broca’s area, a section of the human brain involved in language processing, speech or sign production, and comprehension. A number of studies have shown that hand/arm gestures and movements of the mouth are linked through a common neural substrate. For example, grasping movements influence pronunciation— and not only when they are executed but also when they are observed. It has also been demonstrated that hand gestures and mouth gestures are directly linked in humans, and the oro-laryngeal movement patterns we create in order to produce speech are a part of this link.
Broca’s area is also a marker for the development of language in human evolution, so it is intriguing to see that it also contains a motor representation of hand movements; here may be a part of the bridge that led from the “body semantics” of gestures and the bodily self-model to linguistic semantics, associated with sounds, speech production, and abstract meaning expressed in our cognitive self-model, the thinking self. Broca’s area is present in fossils of Homo habilis, whereas the presumed precursors of these early hominids lacked it. Thus the mirror mechanism is conceivably the basic mechanism from which language evolved. By providing motor copies of observed actions, it allowed us to extract the action goals from the minds of other human beings—and later to send abstract meaning from one Ego Tunnel to the next.
The mirror-neuron story is attractive not only because it bridges neuroscience and the humanities but also because it illuminates a host of simpler social phenomena. Have you ever observed how infectious a yawn is? Have you ever caught yourself starting to laugh out loud with others, even though you didn’t really understand the joke? The mirror-neuron story gives us an idea of how groups of animals—fish schools, flocks of birds—can coordinate their behavior with great speed and accuracy; they are linked through something one might call a low-level resonance mechanism. Mirror neurons can help us understand why parents spontaneously open their mouths while feeding their babies, what happens during a mass panic, and why it is sometimes hard to break away from the herd and be a hero. Neuroscience contributes to the image of humankind: We are all connected in an intersubjective space of meaning—what Vittorio Gallese calls a “shared manifold.”
Thomas Metzinger, The Ego Tunnel: The Science of The Mind and The Myth of The Self.
There is no nature, only Nature – an imaginary state of man’s own invention, a realm of concept and language. That is man’s place and it is nowhere except inside his head; a mirror image of a distorted fantasy he calls Mankind. A distortion of a distortion, exponentially phantasmagorical. Nature is a conceit: a man-made garden in which we wander to relax and preen, as we nod to one another in passing, and congratulate ourselves on being us. We created Nature so that we might take pride in how far we have ventured beyond it.
Man has no place in nature because there is no nature: only what he makes. He is therefore beyond nothing. He is merely self-deceived. Forever trapped inside his self-inflated dream of what he is. A pathetic child imagining himself in the world, when, in reality, he is confined by the four walls of his playroom. His ‘world’ being nothing more than the arrangement of his diminutive models and playthings.
Man is exiled from the real world, from nature, by language. He is the willing prisoner of words. All his high-mindedness, his ideals, morality, stemming merely from the necessity of language. True nature cares for nothing, neither life nor death. It is simply in a perpetual motion of growth and decay, beyond value or morality. Lacking the curse of consciousness and the petty ethics that entails, the natural world lives and dies blindly, without intention, regenerates or doesn’t. There is no system, only a multiplicity of life cycles; parts that remain seperate, that never add up to a whole. Nature does not do arithmetic. Man is one of a myriad of dissociated parts, not outside observer of an illusory unity.
If he tears down the forests or fights for their preservation, he does it for himself. It is of no consequence to nature, whose disparate parts survive or don’t, without sensibility. The ‘ecosystem’ is man’s vision of where he is and, in reality, no system at all. The environment is his own orderly invention, his realm, but the environment cares neither for its own death nor man’s. Nor does it care for man’s care for it. Man makes a lapdog of a planet in which he is merely a passing formulation of life: the current arrangement of molecules. His continued existence, and that of the planet itself, is of no importance to anything other than a few temporary particles that are our species.
Jenny Diski, Rainforest.
In a time and in a country where everyone goes out of his way to announce opinions or hand down judgements, Mr Palomar has made a habit of biting his tongue three times before asserting anything. After the bite, if he is still convinced of what he was going to say, he says it. If not, he keeps his mouth shut. In fact, he spends whole weeks, months in silence.
Good opportunities for keeping quiet are never in short supply, but there are also rare occasions when Mr Palomar regrets not having said something he could have said at the right moment. He realizes that events have confirmed what he was thinking and if he had expressed his thoughts at the time, he would have had a positive influence, however slight, on what then ensued. In these cases his spirit is torn between self-satisfaction for having seen things properly and a sense of guilt because of his excessive reserve. Both feelings are so strong that he is tempted to put them into words; but after having bitten his tongue three times, or rather six, he is convinced he has no cause either for pride or remorse.
Having had the correct view is nothing meritorious: statistically, it is almost inevitable that among the many cockeyed, confused or banal ideas that come into his mind, there should also be some perspicacious ideas, even ideas of genius; and as they occurred to him, they can surely have occurred also to somebody else.
Opinion on his having refrained from expressing his idea is more open to debate. In times of general silence, conforming to the silence of the majority is certainly culpable. In times when everybody says too much, the important thing is not merely to say what is right, which in any event would be lost in the flood of words, but to say it on the basis of premisses, suggesting also consequences, so that what is said acquires the maximum value. But then, if the value of a single affirmation lies in the continuity and coherence of the discourse in which it is uttered, the only possible choice is between speaking continuously or never speaking at all. In the first case Mr Palomar would reveal that his thinking does not proceed in a straight line but zigzags its way through vacillations, denials, corrections, in whose midst the rightness of that affirmation of his would be lost. As for the other alternative, it implies an art of keeping silent even more difficult than the art of speaking.
In fact, silence can also be considered a kind of speech, since it is a rejection of the use to which others put words; but the meaning of this silent speech lies in its interruptions, in what is, from time to time, actually said, giving a meaning to what is unsaid.
Or rather: a silence can serve to dismiss certain words or else to hold them in reserve for use on a better occasion. Just as a word spoken now can save a hundred words tomorrow or else can necessitate the saying of another thousand. “Every time I bite my tongue,” Mr Palomar concludes mentally, “I must think not only of what I am about to say or not to say, but also of everything that, whether I say it or do not say it, will be said or not said by me or by others.” Having formulated this thought, he bites his tongue and remains silent.
Italo Calvino, Mr Palomar.
We are living through bewildering times where the conduct of education is concerned. There are deep problems that stem from many origins – principally from a changing society whose future shape we cannot foresee and for which it is difficult to prepare a new generation. My topic, the language of education, may seem remote from the bewildering problems that rapid and turbulent change in our society have produced. But I shall try to show before I am done that it is not really so, that it is not so much scholarly fiddling while Rome burns to try to find a key to this crisis in the language of education. For at the heart of any social change one often finds fundamental changes in regard to our conceptions of knowledge and thought and learning, changes whose fulfillment is impeded and distorted by the way in which we talk about the world and think about it in the coin of that talk. My hope is that we may uncover some vexing issues of immediate and practical concern.
I shall begin with a premise that is already familiar: that the medium of exchange in which education is conducted – language – can never be neutral, that it imposes a point of view not only about the world to which it refers but toward the use of mind in respect of this world. Language necessarily imposes a perspective in which things are viewed and a stance toward what we view. It is not just, in the shopworn phrase, that the medium is the message. The message itself may create the reality that the message embodies and predispose those who hear it to think about it in a particular mode. If I had to choose a motto for what I have to say, it would be that one from Francis Bacon, used by Vygotsky, proclaiming that neither mind alone nor hand alone can accomplish much without the aids and tools that perfect them. And principal among those aids and tools are language and the canons of its use.
Most of our encounters with the world are not, as we have seen, direct encounters. Even our direct experiences, so called, are assigned for interpretation to ideas about cause and consequence, and the world that emerges for us is a conceptual world. When we are puzzled about what we encounter, we renegotiate its meaning in a manner that is concordant with what those around us believe.
If this is the basis for our understanding of the physical and biological worlds, how milch truer it is of the social world in which we live. For, to sound another familiar theme, the “realities” of the society and of social life are themselves most often products of linguistic use as represented in such speech acts as promising, abjuring, legitimizing, christening, and so on. Once one takes the view that a culture itself comprises an ambiguous text that is constantly in need of interpretation by those who participate in it, then the constitutive role of language in creating social reality becomes a topic of practical concern.
So if one asks the question, where is the meaning of social concepts – in the world, in the meaner’s head, or in interpersonal negotiation – one is compelled to answer that it is the last of these. Meaning is what we can agree upon or at least accept as a working basis for seeking agreement about the concept at hand. If one is arguing about social “realities” like democracy or equity or even gross national product, the reality is not the thing, not in the head, but in the act of arguing and negotiating about the meaning of such concepts. Social realities are not bricks that we trip over or bruise ourselves on when we kick at them, but the meanings that we achieve by the sharing of human cognitions.
Jerome Bruner, Actual Minds, Possible Worlds.