Page 54 - Studio International - June 1971

`brown' in front of the brown jacket, in the objection. It allows us to appreciate the motive further reflection on the language-lesson will
hearing of the pupil : the pupil hears the word, behind the introduction of pointing into the show that this account of it too is wrong, and
sees the brown jacket, and comes to learn the language-lesson. For the objection holds only if accordingly the view of language that it
meaning of the word 'brown'. So far, so good. we equate pointing with a mere disposition of encapsulates must be rejected.
But what really happens when this happens ? arm and finger, with a movement of the limbs. If we now ask what is wrong with this new
An obvious answer would be this : An In that case, it is true, its introduction serves no account of the learning situation—as centrally
association is set up in the pupil between the purpose. Pointing can be thought to contribute the transmission of a certain kind of experience—
word 'paper' and the thing paper, or between the significantly to the language lesson, only if we or how Wittgenstein faults it, the answer is
word 'brown' and the colour brown: and this no longer concentrate upon the externals of the twofold. In the first place, Wittgenstein denies
association suffices for the pupil to learn the gesture, but also take in its inner core or the that the learning-lesson could ever be
meaning of the word because this association intention behind it. For if we do include the consummated simply by the pupil's having a
reproduces internally the connection that holds inside of the pointing gesture, then we can certain experience, where having an
in the outer world between the word and the distinguish between, say, pointing to something experience is something mental, occurring over
thing, or the word and the colour, which is that brown and pointing to something suede. In a short or shortish period of time. There might
in which the meaning of the word consists. Now both cases the teacher's arm and finger be an experience, a specific or recognizable kind
you will observe that this account of what really adopt, or may adopt, the same pose, but the of experience that is, which always accompanied
goes on in the language-lesson encapsulates the difference between them lies in the fact that, in the language-lesson, but it could not be that the
first of the two views of language I considered. the one, the teacher intends the colour of my language-lesson just consisted in this experience.
But, Wittgenstein goes on, the account is wrong. jacket and, in the other, he intends the material And this is so because, when the teacher teaches
If what it says of the language-lesson were true of which it is made. His mind, as it were, points a word, the pupil learns that word—these are
of it, then the language lesson would be an through the pointing finger and clarifies the simply two aspects of the same process. And, if
inadequate vehicle for the teaching or the ambiguity that surrounds its direction. Now we the pupil learns a word, this involves that he can
learning of language. For it is possible to set up can see how pointing makes a difference and go on to use that word, that he has a certain
in the mind of a pupil an association between the restores efficacy to the language lesson. But at a capacity, which will be confirmed in his life. But
word 'paper' and the thing paper, or between price. there could be no experience which entailed that
the word 'brown' and the colour of my jacket— For what at first sight seemed a minor the person who had that experience possessed a
so that, for instance, he will be prepared to say addition to the language-lesson, a trifling certain capacity. There could be no experience
`paper' whenever he saw paper or 'brown' emendation in the description of what happened that in this way closed up the future. Secondly,
whenever he saw the colour of my jacket—and in the course of it, has turned out to be something Wittgenstein argued that if we look more closely
yet the pupil remain ignorant of the meaning of very much more. For once this addition is at the experience that is said to be transmitted in
either word. For he might think that the word properly understood, once we see how the the language-lesson, not only is it—as we have
`paper' meant 'written on', or that the word introduction of pointing can restore efficacy to just seen—insufficient to account for the skills
`brown' meant 'suede'—and if that which the the language-lesson, a completely new account and capacities that the possession of language
word means and that which the pupil mistakenly of what really happens in the language-lesson is involves, but it presupposes those skills. If, for
thinks it means are constantly conjoined, or one on the brink of being given. For it no longer instance, we want to distinguish between the
is never found without the other, then no matter seems correct to say that the point of the man who, when my jacket is pointed to, sees
how often the language-lesson was repeated or language-lesson is to set up an association in the that its colour is meant, and the man who sees
what variation was effected in its circumstances, pupil which allows him to pair off word and that its material is meant, how could we do so
the pupil would be no closer to getting it right. thing. If we bear in mind the role that pointing without attributing to them the possession of at
So far from being corrected in his ways, he plays in the revised description of the lesson, if any rate something very like language ? For how,
would be reinforced in their errors. we also bear in mind what is meant by 'pointing' without language, would either of them be able
We might now think that this first account of as it figures in this description, then it looks as to make that discrimination on which our
the language-lesson could be rectified if we were though we are now committed to saying distinction between them depends ? Of course,
only allowed to insert into the original something like the following: The aim of the this is not to deny that they are discriminations
description of what actually happened in the language-lesson is to establish in the pupil a that can be made prior to language, or prior to
course of the lesson a small item which seems to certain experience or state of mind; namely, that anything like language. Animal psychology
have a natural place there. Could we not add the experience which the teacher has when he utters shows this beyond doubt. But it must also be
fact that the teacher points to that which the the word 'paper' or the word 'brown' and which beyond doubt that not all the discriminations
word means ? He points at the paper, he points provides what I have called the inner core to his that are made in language could be made in
at the brownness of my jacket. And if he does gesture as he points to the sheet on which anticipation of it, that language does not simply
this, he will thereby establish the correct something is written, alternatively to the colour christen our natural classification of the world.
connection in the pupil's mind, and not just one of my jacket. If only the experience that Accordingly, if the language-lesson did always
which happens in point of fact to coincide with it. complements the gesture and that secures that require that the pupil had a certain experience,
But a moment's reflection might lead us to the index finger is on target can be transmitted that of meaning what a certain word meant,
ask how could this be so; how could pointing intact to the pupil, then we may be certain that before he could learn that word, this would have
make the required difference or be a means of the pupil really has learnt the words uttered for the implication that learning a language
eliminating misunderstanding from the his benefit. Thus, and only thus, will the presupposed knowing it.
language-lesson ? For the teacher in pointing at dangers of misunderstanding be averted.
the paper is also pointing at something written But if this is so, if this is not only how the 6. I have led you, somewhat reluctantly—that is
on it, in pointing at something brown is also language-lesson could work but how it must with some reluctance on my part—through the
pointing at something suede. If we project the work, then there seems encapsulated in this detail of Wittgenstein's argument:for I felt that
line of his finger, are we not led equally to that account too a view about the nature of language, I had to do this in order to make two of his
which the word does, and to that which it is only and this view turns out to be , of course, the findings, both vital for the theme of my lecture,
A
mistakenly thought to, mean ? second view of language that I considered: that seem compelling to you. It was only with some
But the objection put in this way reveals its which located the essence of language in certain argument behind us, that I could rely, as I need
inadequacy, and it also places one in a better subjective states of meaning which the words to, on their plausibility.
position to understand that to which it is an employed are then calculated to express. But The first, on which I really feel that I need to
280