Staging Aphasia: Jean-Claude Van Itallie's The Traveller

G. A. Plunka
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Abstract

Ludwig Wittgenstein's Tractatus Logico-Philosophicus is largely devoted to the problem of how language, the tool by which humans orient themselves to their physical and social environments, organizes knowledge. In short, language differentiates humans from animals and is the predominant factor in distinguishing what constitutes culture. Wittgenstein investigated cultural acquisition, i.e., how we become linguistically competent or how language is possible. Wittgenstein's theoretical assumptions gain further significance when examined in conjunction with Benjamin Whorf s research into how language shapes culture. One viable method of studying cultural acquisition through the development of language skills is to examine how adult aphasics reacquire their cognitive skills after brain damage has caused severe language deficit. This relationship between language and cultural acquisition is well illustrated in American playwright Jean-Claude van Itallie's 1987 drama, The Traveller, a partly fictitious account of director Joseph Chaikin's aphasic condition. In his Tractatus Logico-Philosophicus, Wittgenstein explored the notion of how a sequence of words can have meaning that will be understood. Wittgenstein and the logical positivists believed thoughts are made perceptible to the senses through a proposition of language. Wittgenstein viewed sentences as logical pictures of reality. He wrote that humanity " . . . possesses the ability to construct languages capable of expressing every sense, without having any idea how each word has meaning or what its meaning is—just as people speak without knowing how the individual sounds are produced." But how are sentences learned? Wittgenstein found that there is a relationship between empirical objects and the signs for them. A child learns language through example and practice of using signs in an ordinary way. Signs, however, have meaning only in the context of a proposition, a model of reality as we imagine it. In short, propositions form the basis of language—thought expressed in perceptible signs. Benjamin Whorf applied Wittgenstein's tenets to linguistic anthropology, the study of language in various societies. The Sapir-Whorf hypothesis (Whorf
阶段性失语症:让-克洛德·范·塔利的《旅行者》
路德维希·维特根斯坦(Ludwig Wittgenstein)的《逻辑哲学论》(Tractatus Logico-Philosophicus)主要致力于研究语言这个人类在自然和社会环境中自我定位的工具如何组织知识的问题。简而言之,语言将人类与动物区分开来,并且是区分文化构成的主要因素。维特根斯坦研究了文化习得,即我们如何成为语言能力或语言如何成为可能。当将维特根斯坦的理论假设与本杰明·沃尔夫关于语言如何塑造文化的研究结合起来考察时,就会得到进一步的意义。通过语言技能发展来研究文化习得的一种可行方法是研究成年失语症患者在脑损伤造成严重语言缺陷后如何重新获得认知技能。语言和文化习得之间的关系在美国剧作家Jean-Claude van Itallie 1987年的戏剧《旅行者》中得到了很好的阐释,这部戏剧部分虚构了导演Joseph Chaikin的失语症。在他的《逻辑哲学论》中,维特根斯坦探讨了一个词的序列如何具有可被理解的意义。维特根斯坦和逻辑实证主义者认为,思想是通过语言命题为感官所感知的。维特根斯坦认为句子是现实的逻辑图像。他写道,人性“……拥有构建语言的能力,能够表达每一种感觉,而不知道每个单词的意思是什么,就像人们说话时不知道每个声音是如何产生的一样。”但是句子是如何学会的呢?维特根斯坦发现,在经验对象和它们的符号之间存在着一种关系。儿童通过举例和以普通方式使用符号的练习来学习语言。然而,符号只有在命题的语境中才有意义,这是我们所想象的现实的模型。简而言之,命题构成了以可感知的符号表达的语言思想的基础。本杰明·沃尔夫将维特根斯坦的原则应用于语言人类学,研究不同社会的语言。萨丕尔-沃尔夫假说
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