I am a stationary fetishist. At the side of my desk sits a tall chest of drawers. I have separate drawers for pencils, for pens, for blues, for rulers. Two for fine-liners. I own a Japanese style layered pencil case containing coloured pencils, markers, felt-tip pens, glitter pens and automatic pencils in different thickness. My collection of fountain pens live on my desk; inks in various colour in a nearby desk draw. I have reams of beautiful note books and many different kinds of paper in every imaginable shade. There is only one problem. My handwriting. It is perfectly functional. If I do my best, it is even legible. But it is not at all nice to look at.
The ever-thinning notebook
All my life I wanted to have beautiful handwriting. At primary school, handwriting was a big thing. The problem was, at the time – in the mid sixties – there were two dominant handwriting systems. One was the old-fashioned “longhand”, and the other was “block letters”. Every school made its own choice. I was a bit unlucky. Because my parents kept moving house, I attended four different primary schools. Every time I switched school, I also had to switch handwriting, and spent long hours compulsory copying notebooks. Maybe that is the cause. Or may it is because I lack the gene for proper sensory motoric learning (seriously!).
Because my handwriting was not pretty, I also did not like my notes. Every time I received a new notebook,
I would be thrilled. I would feel its newness, sniff the fresh pages, and vow to fill all of its pages with beautiful writing. Inevitably, this did not happen. Unable to bear my own ugly pages, I would tear the worst out. The teacher frowned at my ever thinning notebooks.
On a roll
At secondary school and at university, I was free to use whatever handwriting style I wanted, but I never achieved the beautiful penmanship that I coveted. Not for lack of trying, either. It became a big problem when I had to write weekly essays for tutorials at Oxford. I never seemed to get beyond the first page before I made myself copy it all out again. I hit on a solution though. I wrote out bits of text in my best handwriting, and cut them out. The day or night before my tutorial I layed them out in the right order, and cellotape them together. I have memories of sitting across from my tutor and unrolling my essay. Like a papyrus roll.
Notes on notes
Since I went back to university, I have been trying to find a note taking system that works. Not by hand, obviously. Fortunately, in this digital age, handwriting is no longer a problem. Efficiency and cross-device access I worked out long ago. I had already set up my
ownreference system with automatic citing last year. My annotation system for reading new digital texts also works fine. And looks fun, I wrote about it in an earlier post. But I found I had to find a way tocollect bits of information so I can access them later. I simplycannot remember things verbatim anymore, particularly not as I have a more or less full-time job to attend to. Plus, I want to be doing this for many years, so I need to build up my persona lstore of collected knowledge. I feel silly being able to remember the structure of an argument without the words to go with it.
In the past few weeks there were no lectures, so I had a bit of time to sort this out. I knew what I wanted: my own private wikipedia. I ran into lots of technical difficulties, but I have it now. It is on the same website as this blog, but in a separate part. Have a look if you like. You can get to it via the “concepts” page on the top menu or just click here.
I am s
ohappy with how it works and looks. One paper I have to read for this week’s seminar is already in there. The paper is on “assertion”. You can just put the word in the search window as if you would with a real Wikipedia. There are the beginnings of other wiki-pages. Now I shall devote myself to filling it. Week by week, for years to come.
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The story of my book review – it all started with the book I selected for it.
We were supposedto pick a philosophical book in our own field and review it such that other philosophy students would understand it. I received this assignment before my first day at uni, even before I saw the reading list for my other seminars. So how to pick the right book? I did not have a clue what happened in philosophy of language in the past 30 years. Plus, I suddenly felt I might have forgotten all I knew before. I needed some kind of overview, I concluded, something to provide me with a basic understanding of relevant issues. It never occurred to me to ask my ownprofessor. Or perhaps I was embarrassed. Or too nervous to ask. I don’t know. Anyway, I found myself a nice little book written by a Dutch professor at another university, on the philosophy of language and meaning. I found several book reviews in newspapers and journals, always a good sign. So I went for that one and thought I had cleared that first hurdle rather well.
I won’t tell you about the book itself because that is all in the book review which I have included at the end of the post. I will just tell you how it felt to read it. I was halfway through before I realised something was off. You may think me dense, but I had never encountered a philosopher, never mind a professor who would use his position to further his private religious beliefs. I thought such practices had died out decades ago, in western Europe at least.
I was outraged. Then I worried about how to do the book review, because by then I was ashamed of my choice, but did not have time to pick another book. I discussed it with the professor and he advised me to be “ a bitBritish” in my criticism, not to go over the top. He also explained that Christian enclaves exist at some universities. Most of them are in the US, but we have one here in the Netherlands: the so-called Free University in Amsterdam, the VU. No prizes for guessing at what university the author of my book teaches.
I did my best to write a book review which others might find informative and pleasant to read. However, the initial review from the professor was not altogether positive. He wanted more structure and more facts. I expected the class review to be along the same lines because the other ReMa students seemed serious and inclined to listen to their elders en betters. Once I had read the reviews they did, I found that some of them had not stuck to the format, and like me, had tried to write a narrative, tried to pick a style which suited the topic. One was superb, even lyrical in places, and made me want to read the book she reviewed. Yet when I complimented her on this before class, it turned out that the professor had also been critical of her writing. Something stirred inside me.
The rebel awakens
We spent an entire afternoon discussing all the book reviews.
I was determinedto find out the review criteria, so I questioned the professor closely. He kept saying he was not the audience; we were all the audience. I had a little fun proving that this was not so. Every time the group disagreed with him, usually on an issue I had drawn out, I smiled at him. Repeated his judgement and confirmed that he was the audience. Halfway through, he gave up the pretence of not being the only authority. I think one or two of the other students might have picked up on what I was doing. The professor certainlydid, but as he really is the sole authority, there was no real disagreement. Also, he is a nice guy.
My book review was the last but one. I was nervous because I did not relish being attacked by a whole group on lack of clarity or information even if I had braced myself to learn to write to proper academic standards and take all criticism like a woman. Imagine my surprise when the other students, one after the other, declared how much they loved my review. They even quoted from it. Assured me to change it as little as possible. Never to change the ending. Etc, etc. The professor just stared. I looked at him and said I would put in more facts at the beginning of the review.
We were agreed. The group smiled at me and gushed somemore about my writing. I felt grateful. Not only was my style of writing not so inappropriate as I had thought, these students wanted to be nice to me. It felt good.
The thing itself
I have included the review below. I will change it somewhat to please the professor. He is the audience, and he
d o to teach us a general recipe for writing a good book review. Meanwhile, here is the original. Enjoy. es try
Philosophy of language and text. René van Woudenberg, Filosofie van taal en tekst, Budel: Uitgeverij Damon, 2002, 175 pages, ISBN 9055732508. Review by Inge Wertwijn, Radboud University Nijmegen.
The nature of meaning has been a philosophical issue since Plato addressed it in the Cratylus dialogue. In this book, René van Woudenberg presents his view. He explains his intentions in the preface. He wants to establish exactly what we mean when we say a word, sentence or text, has a meaning. He will achieve this, not by presenting an overview of the current debate, but by explaining the philosophical problems underlying the concept of meaning. Van Woudenberg freely admits that the solutions he provides in this book will not always reflect the accepted philosophical views but may represent his specific ideas on the matter.
Van Woudenberg has taken pains to make this book attractive to the reader. He usually avoids unnecessary technical jargon and illustrates his claims with many examples, some of which are very humorous. For instance, the snail who writes I love you on the beach – without spaces between the words, “because snails don’t jump” (p.148). Does this I love you have meaning? Van Woudenberg thinks not, because there is no intention behind the sentence, the writing is just a collection of haphazard snail trails. He then has the reader pick up the imaginary snail, turn it over, and find little rubber wheels on the bottom. Now the symbols on the sand suddenly gain meaning: this may be a proposal. Or a joke.
Throughout the book, van Woudenberg uses a particular approach to instruct the reader. He will first present a philosophical issue about the concept of meaning in some detail; explain why it is an issue and then offer two or more theories which might solve the problem. Next, he will test these theories against several inventive examples. It soon becomes obvious that either these theories will not fit or will yield contradictory results. This inevitably confuses the reader. According van Woudenberg (p.118), this is a necessary step in the reader’s enlightenment process, because having become confused and exasperated, the reader will now be open to a true answer. In the last step, the author patiently explains what that correct solution is. One imagines the reader heaving a contented sigh.
Such a didactic recipe is not common to academic writings. It is reminiscent of a sermon – indeed, throughout the book, van Woudenberg references his personal religious beliefs. These are not in the core of his argumentation, but intertwined with the many examples he gives. There is a general sense of the outcome of some important theological issue hinging on the outcome of this philosophical treatment of meaning and language, but van Woudenberg does not make this relationship explicit.
The book consists of four sections: the meaning of words, the meaning of sentences, the meaning of texts and the ontological meaning of meaning. Three general theories on meaning are examined: referential, representational and behavioural. The latter two theories are somewhat misrepresented, and this sets a pattern for the whole book. Bloomfield’s behavioural theory, for instance, is reported to imply that when a word has a particular meaning, some situational and response characteristics must always be the same whenever that word is used. This idea is first taken to extremes, then refuted with obvious relish. Bloomfield, however, said something different. He held that meaning is related to the situation in which a verbal act takes place, and that this connection should be investigated further by science, not by linguists or philosophers.
But Van Woudenberg’s interests do not lie with individual theories. In the name of common sense, he makes a more general claim which cuts across all theories of meaning: the meaning of a word cannot be identified, he says, by referring to an external object or conditions. Therefore we must ask ourselves “what it means for two expressions to have the same use” (p.35) – which is a well known question asked by Alston. This is the central argument and van Woudenberg spends quite some time on it.
First, he explains Austin’s speech act theory. This holds that when someone says something, he or she also performs an action. Speech acts exist at three different levels: a locutionary act which is the uttering of a word or sentence, an illocutionary act which is the dimension of the intention behind the utterance, and the force of that intention, and a perlocutionary act, which is about the intended effect. For example, when I say “Great shirt!” (locutionary act), what I do is to compliment you (illocutionary act). The intended perlocutionary effect is that you might like me better or will lend me the shirt sometime or perhaps compliment me in return.
Second, he explains Alston’s additional idea that two sentences have the same meaning, if their standard illocutionary act potential is the same. Van Woudenberg strongly agrees with this and takes it one step further: two words usually have the same meaning if they can be swapped without changing the illocutionary act potential of the sentence they are used in. For example, in the sentence “the police is coming”, one may swap the word “police” for “cops” or “pigs” or “fuzz”, so these words must mean exactly the same. How one might determine which words may be swapped without affecting sentence meaning, or how usual ‘usual’ is, is not discussed.
Van Woudenberg then moves on to the connection between meaning and truth, or rather, the lack of connection between them. This is an important distinction: sentences with propositional content (
“this shirt is red”) can be eithertrue or false, but this is not a characteristic of intended meaning ( “great shirt!”), because what we intend cannot be true or false. He wants to establish that sentences with propositional content are essentially verifiable even if containing inherently vague words or metaphors. First, he notes that some words, like “city” or “science” or “religion”, are inherently vague. A sentence like “Amsterdam is a big city” may be both true and untrue, depending on which city Amsterdam is being compared to. Now this cannot be, a sentence cannot be both true and untrue. The solution is to reformulate the sentence to eliminate the vagueness, which, so van Woudenberg states, is always possible. In any communication, one should always strive for maximal clarity. Any vagueness that remains is due toinherent vagueness in the words themselves. Such a sentence can always be re-expressed as a precise proposition.
Metaphors can also be reduced to precise expressions. His reasoning is: in principle it is not impossible that for a vague expression x, let us say “I smell a rat”, there exists a precise lexical equivalent. This is not impossible because we can imagine it. So if this not impossible, it follows that it must be possible, in principle, to have a precise and lexical equivalent of “I smell a rat”. If in practice we cannot find this lexical equivalent, this must be because “there is a hole in our language” (p.62).
This is not a convincing argument as is demonstrated by substituting terms: “It is not impossible that people are kind. Kindness is a characteristic which we imagine all people may have. Therefore kind people exist. To find a kind person, one must simply look in the right places,”. Next, if we replace “people are kind,” by “God is good,”, the argument becomes: “It is not impossible that God is good, because goodness is a characteristic which we imagine God may have. Therefore it is possible that God is good even if you don’t see it. If, in practice, if you cannot see that God is good, there is something missing in you.”
Suddenly the clouds lift and the true objective of this book shines through. On the surface this book appears to be about speech acts and intentions, but it is actually about the distinction between what people mean when they speak versus what can be known to be inherently true. We are no longer surprised to find that the last section of this book ends with a chapter on the meaning of life – not a frequent occurrence in books on the philosophy of language. Despite its title and structure, this book is not about philosophy at all. It is a directive to the faithful, to strive for clear and precise formulation of thoughts and find the everlasting Truth within.
In my last post, I explained how I have to re-learn how to read. Well, it does not end there. Writing is another problem. One I had not seen coming because I fancied myself as a fairly competent writer. I was an A++ literature student at school. At university I never had a problem with writing papers, I even helped fellow students. Later I honed my writing skills in a business environment. I am fully into the IT jargon, and fluent in civil-service speak. So, did I have any reason to think academic writing would be a challenge in any way? Well yes. If only I had thought about it a little more carefully.
Academic and business writing have different goals en different audiences,
These differences show in communication.In a business environment, all communication is goal-oriented, sending a message. That message is tailormade for the intended recipient, including tone, structure, pacing, and length. The sending takes into account that the recipient may have little time or inclination to receive it. Every effort is madeto make the message as digestible as possible.
How different are things in the academic
world.An academic writer may presuppose his audience to be sincerely interested, highly intelligent, knowledgeable and possessed of endless time and patience. The text is about the conveyance of knowledge. The author usually has several roles: teacher, researcher, reviewer, expert, visionary, to name but a few. Texts are important forauthor’s reputation and should therefore exude competence: well structured, concise, annotated, clear and above all: dense with information. There is no frivolity. No attempt to win over the audience, no effort to introduce concepts gradually, to build up a picture in the reader’s mind. Just information.
Quite a switch! So you can imagine what happened when I wrote my first book-review. The professor deemed it beautifully written, very accessible. Other than that, he judged its structure “somewhat haphazard”, and pronounced the whole thing too low in information.
Right. Well, this book-review was only the draft, I have another chance. This week there is a general review session with 13 other students. We get to criticise each other’s book-reviews, and I am sure the professor will dip in. I am very interested to learn what he thinks is wrong with the other book-reviews. That is sure to provide me with even more insights on what I have to
un-learn. Or learn, perhaps. Anyway, I may end up post-scripting this post : –)
The class-book review did not go quite as I had expected. I had intended not to say too much about the other papers because I felt that all of them had done a great job. Many book reviews in academic journals are of much lower quality. I had read the other 12 book reviews though, and had more or less automatically marked out areas of improvement, usually in style or grammar. I ended up sharing those, and the other students made me feel useful. Which felt good. One of them even enquired if I would attend the gala. I wish! I joked about my husband not allowing this. Regarding my book review
–that is a story for another post.