Popper, Sapir, and international auxiliary languages

I've been reading some of Karl Popper's work lately, and found it quite interesting (and clearly written, which one doesn't always expect of philosophers.) Both his political and his scientific writings are dominated by the same important theme: no one can get closer to the truth without being willing to put their beliefs to the test, and the more different people doing the testing, the less likely they are to overlook a flaw in the idea. Thus dictatorship and censorship - in any power structure, governmental or academic - are not just bad, but intrinsically prone to get worse results. I noticed that he took this view to have implications for language policy too:

The adoption of rationalism implies, moreover, that there is a common medium of communication, a common language of reason; it establishes something like a moral obligation towards that language, the obligation to keep up standards of clarity and to use it in such a way that it can retain its function as a vehicle of argument. That is to say, to use it plainly; to use it as an instrument of rational communication, of significant information, rather than as a means of 'self-expression', as the vicious romantic jargon of most of our educationists has it. (It is characteristic of the modern romantic hysteria that it combines Hegelian collectivism concerning 'reason' with an excessive individualism concerning 'emotions': thus the emphasis on language as a means of self-expression instead of a means of communication.) (Karl Popper, The Open Society and its Enemies vol. II: Hegel and Marx, Routledge 1945/2003, p. 264)

While this quote is mainly about how you should use a given language, rather than which language to use, it clearly suggests the desirability of some international language, and Sapir's idea of how such a language should be built happens to be rather Popperian in spirit:

It [the international auxiliary language] must, ideally, be as superior to any accepted language as the mathematical method of expressing quantities and relations between quantities is to the more lumbering means of expressing these quantities and relations in verbal form. This is, undoubtedly, an ideal which can never be reached, but ideals are not meant to be reached; they simply indicate the direction of movement. (p. 51)... National languages are all huge systems of vested interests which sullenly resist critical enquiry... (p.60) Intelligent men should not allow themselves to become international language doctrinaires. They should do all they can to keep the problem experimental, welcoming criticism at every point and trusting to the gradual emergence of an international language that is a fit medium for the modern spirit. (p. 64, Edward Sapir, "International Auxiliary Language" in Culture, Language, and Personality, Berkeley: University of California)

So it is all the more ironic to find that Popper's paragraph continues with this:

And it implies the recognition that mankind is united by the fact that our different mother tongues, in so far as they are rational, can be translated into one another. It recognizes the unity of human reason.

This seems to imply that linguistic diversity is worthless: if something is rational, it can be explained in any language, and if it can't be explained to me in my language, it must be irrational. I rather suspect that the Sapir-Whorf hypothesis was partly intended as a rebuttal to this sort of argument. If your language tends to blind you to the differences in logical form between sentences with superficially identical structures (his example in the very essay quoted above is the perfective/imperfective distinction in English) and makes it easy to spot the differences between ones with different structures, then the ideal auxiliary language should allow you to express logical form as unambiguously as possible; and to be able to make a language free of your own linguistic biases and blind spots, you will have to carefully study many languages of as many different types as possible.

Of course, that begs the question: is there such a thing as an overall better language, or is that whole approach misconceived? Algebraic notation is unquestionably superior to English for describing physical laws, but it's not a very effective way to make a grocery list. In practice, people use different languages, and different technical vocabularies embedded in the same language, for different purposes.

A new(ish) book on the Tamazight (Berber) of Tipasa

I've recently finished reading الأمازيغية - آراء وأمثال (تيبازة نموذجا) Tamazight: Views and Proverbs (the Example of Tipasa), by Mohamed Arezki Ferad (Algiers:Dar Huma 2004). It appears to be only about the third or fourth work ever written focusing on this dialect, but is unlikely to come to most English-speakers' attention, so I decided to review it, if only to remind myself what's in it.

The first half of the book is a set of essays on the place of Amazighness in Algeria's national identity, in which he argues that Algeria's Amazigh identity is undeniable, is relevant to the whole country and not just the minority that speak Tamazight, and complements rather than contradicts Algeria's Arab identity. The point is so obvious that it should scarcely need to be made; yet, as he notes, for decades the government used to make life difficult for those who spoke in such terms. He reminisces on his own experience (p. 54):

I remembered being excluded from the university and forbidden to teach in the history faculty in the early 1980s simply because I presented a thesis for my certificate of advanced studies on Amazigh history in Andalus in the period of the petty kings (reyes de taifa), and my viva was not scheduled until after great efforts, only to yield a blow that hit me harder than a thunderbolt: being excluded from the university and not hired by it! For the decision-makers back then thought that the thesis's topic reeked of anti-Arabism and encroachment upon the sanctity of this language which could never accept a rival! How great was my disappointment - I, a Kabyle born in a conservative environment built on Islam as its religion, Arabic for its writing, and Tamazight for its speech! I remembered - from as far back as I can recall - how we would study Arabic in Kabyle - yes, we studied Arabic in Kabyle, by the method of alif u yenqeḍ ara, ba yiwet s wadda, ta snat ufella... (ا alif has no dot, ب ba one underneath, ت ta two on top...) I remembered how we used to venerate the Arabic language and hurry to gather papers with Arabic writing on them when we found them scattered on the ground, for fear that some passer-by might tread on them with his feet... I remember how the name of "Mohamed Larbi" (lit. Muhammad the Arab) was on every tongue, with scarcely a family not using it, and the name of "Fatima" as a blessing for the Prophet (PBUH). For all these personal reasons, I couldn't understand the viciousness of the assault on the Amazigh dimension of the Algerian personality...

It is difficult for the uninformed reader to gauge whether his non-hiring was motivated by political or academic considerations; but in this quote, equally targeted at Arabists seeing Berber identity as a probably treacherous fifth column and Berberists seeing Arab identity as an alien false consciousness, he eloquently expresses the contrast between the absurd ideological concept of Arab and Berber cultures as opposing one another and the reality of traditional (and indeed modern) North African life where they intertwine inextricably. The degree to which things have improved in this regard is emphasised by the certificate he encloses from the Arabic Language and Literature Academy of Algiers stating that they've agreed to publish this book.

To reinforce the point, he devotes more than 20 pages to summarising the views of various leading thinkers of Ben Badis' Islah movement (an effort to reform Islamic practice in Algeria in the early 20th century that played a key role in reinforcing the idea of a shared non-French Algerian identity) on Berber, arguing that virtually all of them took this view (and hence that it must be the patriotic view to take...), along with a couple of Middle Eastern Arab writers whom he repeatedly mentions. He waxes enthusiastic about the constitutional amendment of 2002 that made Tamazight a "national language", and discusses the question of writing systems for Tamazight in its wake, coming out in favor of Arabic while acknowledging that, over the years of government hostility, Latin has taken the lead. While criticising the ideologues who oppose any recognition of Tamazight, he constantly dissociates himself from extremist Berberists who want nothing to do with Arabic or even Islam, warning that if the state doesn't promote Amazigh heritage, unsavoury characters of that ilk will. Here as so often in politics, it seems that extremists can be rather useful to moderates! While his doctrinaire political orthodoxy sometimes left me impatient for a more forthright style, it's probably exactly the right tone for his audience.

The second part, a set of proverbs of the area, will be reviewed in my next post.

Destroying Harsusi

I just came across some incredibly unenlightened reporting from Al Watan on one of the more endangered South Arabian languages (not, pace the article, a dialect of Arabic - in fact, it's less closely related to Arabic than Syriac or Hebrew are):

وتحدثنا المعلمة شيخة بنت راشد الهنائي إحدى المشرفات على الفصل التمهيدي ومعلمة مادة التربية الإسلامية بالمدرسة قائلة : الفصول التمهيدية التي سعت إدارة التربية والتعليم بالمنطقة بتنفيذه في مدارسها وللعام الثاني على التوالي يأتي بالعديد من الأهداف والتي تتمحور في الأساس لتشمل فئة من الأطفال الذين يتوقع التحاقهم بالصف الأول الأساسي في العام الدراسي القادم حيث تأتي في مقدمة هذه الأهداف تعويد الطالب على الجو المدرسي من خلال طابور الصباح والانخراط مع الطلبة في المدرسة والفصل الدراسي وتأقلمهم مع المعلمة داخل القاعة الدراسية وغرس التعاون والجو الاجتماعي في نفس الطالب قبل دخوله المدرسة وإكساب الطلبة العديد من المهارات في القراءة والكتابة والعمليات الحسابية وكذلك العمل على القضاء على اللهجة السائدة والطاغية على أهالي هيماء وهي اللهجة الحرسوسية من خلال الحروف والكلمات العربية الصحيحة لأنه في الحقيقة تواجه إدارة المدرسة عند التحاق الطلبة في الصف الأول مشكلة فتجد المعلمة الصعوبة في تفهم هؤلاء الطلبة من خلال هذه اللهجة الحرسوسية

"The teacher of Islamic Upbringing at the school, Sheikha bint Rashid al-Hana'i [s]aid: "The preschools that the Ministry of Education in the area has undertaken to implement in its schools for the second year running will bring about a variety of goals [...] the children will gain many skills in reading, writing, and arithmetic, and we will work on destroying the dialect which is prevalent and rife among the inhabitants of Hayma, the Harsusi dialect, through correct Arabic letters and words, because it truly presents the school administration with a problem when the students enter first grade, because the teacher finds it difficult to understand these students in this Harsusi dialect." (Al Watan, 15 Apr 2005)

I wonder if her echo of the language policies that half-destroyed Welsh or Native American languages is conscious. Somebody get over there and make some recordings of Harsusi before people like this manage to implement these goals!

North African language policy

MoorishGirl has an interesting post on an article on a round-table debate on Moroccan Arabic, or Darija, as "a medium of cultural expression". She comments:

I'm fully in favor of using Darija, because of the huge impact it would have on the creation of a reading culture. Imagine: All children's books right now are in Modern Standard Arabic, which is a language no one learns until first grade (i.e. age 6 or 7), by which time reading habits are already in place for many kids.

I think this is a crucial point. Developing a literature of sorts in Darja would allow kids to get into the habit of reading way earlier. A fair number of kids in the West are reading by the age of three; for an Algerian or Moroccan kid to even understand much of the language his/her books are written in at that age would be unheard of. With Darja literature for them to use, they could start reading before they ever started school; it might even lead to them acquiring literary Arabic faster. Moreover, an oral literary tradition already exists, best exemplified by the traditions of melhoun poetry and chaabi lyrics; the language used in these is recognizably a literary register, and all that would be needed would be to write it. My puristic instincts would also rejoice in a move with the potential to stem the tragic loss of inherited vocabulary, and overuse of French, now afflicting Darja. And after all, why should Arabic-speaking kids continue to be deprived of the chance to read in their native language now that Tamazight-speaking ones are finally getting that chance?

However, I would envision Darja as a supplement to literary Arabic, not a replacement. Arabic connects Algeria (and no doubt Morocco), not only to the Arab world but to its own past, not to mention allowing it to engage more fully with its religion. The language in which Amir Abdelkader and Ibn Khaldun wrote - and of which generations were deprived by French rule - should always be a crucial part of an Algerian education. Also - as the ongoing struggle to get adequate higher educational textbooks published even in literary Arabic reminds us - a written Darja would take centuries at least to build up a literature comparable to major languages.

As long as I'm pondering educational policy, what should be done with foreign languages is obvious: end the domination of French. Nothing wrong with French per se, but an all-French policy is a handicap in a global context, isolating Algeria in the ghetto of Francophony at a time when English is a prerequisite to serious scientific work even in Paris, and an embarrassment at home, where it remains a scandal in conservative eyes. From 3rd grade on, have a choice between French and English (and maybe even Spanish) as the second language, and raise a generation of educated North Africans that do not all share a single foreign language; only thus can the domination of French in North Africa, with all its attendant sociological divisions and economic problems, be ended. Of course, in an educational system that has a serious shortage of good teachers as it is, this is a distant dream... but dreaming can be useful.

National/common/unifying language for the US?

As you may have heard on Language Log, on May 17th-18th, the US Senate approved not one but two amendments - one Republican, one Democrat - on the status of English. The first amendment, by Sen. Inhofe (R-Oklahoma), amends sections 161-2 of Title 4 of the United States Code to state:

English is the national language of the United States. The Government of the United States shall preserve and enhance the role of English as the national language of the United States of America. Unless specifically stated in applicable law, no person has a right, entitlement, or claim to have the Government of the United States or any of its officials or representatives act, communicate, perform or provide services, or provide materials in any language other than English. If exceptions are made, that does not create a legal entitlement to additional services in that language or any language other than English. If any forms are issued by the Federal Government in a language other than English (or such forms are completed in a language other than English), the English language version of the form is the sole authority for all legal purposes.

The second, by Senator Salazar (R-Colorado), makes the same section rather more reasonably, if vacuously, say:

English is the common and unifying language of the United States that helps provide unity for the people of the United States. The Government of the United States shall preserve and enhance the role of English as the common and unifying language of America. Nothing herein shall diminish or expand any existing rights under the law of the United States relative to services or materials provided by the government of the United States in any language other than English.

The bill is still under debate, so it remains to be seen what, if any, of this will be left - but, after 230 years of doing just fine without one, the USA may or may not soon have a national language. Either way, it's an interesting debate to follow. I remember in San Francisco just about any governmental document seemed to be printed in English, Chinese, and Spanish; that approach - choosing the language according to what people actually spoke on a local level, rather than a national one - strikes me as eminently sensible. What I can't seem to figure out is what the plan is now that both have passed - do they stick both texts in the section, or do they just hash it out later?

The Quran on linguistic diversity

In these times of widespread language extinction and of "religious" tensions, I thought some readers might be interested to hear what the Quran has to say about linguistic diversity. The most important text is, of course, 30:22:

And one of His [God's] signs is the creation of the heavens and the earth and the diversity of your tongues and colors; most surely there are signs in this for the learned.

As the context makes clear, this is part of a more general Qur'anic pattern in which this universe itself - the normal, everyday events that we look at as just the way things are - is identified as a sign from God; the Creator's nature is reflected in His creation. So the thrust of the verse is that linguistic diversity is a part of nature, and as such a part of God's plan for the world.

Another relevant verse, which, in light of 10:47 ("for every nation there is a messenger"), puts the idea that the Quran being written in Arabic makes Arabic the best of all languages into perspective, is 14:4:

And We [God] did not send any messenger but with the language of his people, so that he might explain to them clearly; then God makes whom He pleases err and He guides whom He pleases and He is the Mighty, the Wise.