Theoretical Basis

An individual’s use of language is a clue to his personal adjustment, his interpersonal relationships, and his degree of maturity. A study of his language habits should increase self-understanding and promote more effective relationships with others.

Resource Readings

“We are born in and live in a language milieu that is tremendously influential in determining what we believe and how we act. We listen to and take over existing habits of speaking and thinking which profoundly affect our ways of doing things. And if by the vagaries of existence those habits lead to confusion, misunderstanding, and conflict, we become caught in a kind of system from which escape comes only by much effort . . . .

“There remains something even more fundamental—the necessity of knowing how to ‘talk sense,’ of knowing how to use the gift of speech intelligently, of being able to manipulate the language in our own daily living and in our affairs with others so as to avoid the blockages, misevaluations, and cross purposes that seem so much a part of the modern world.” —Lee, Language Habits in Human Affairs, pp. xiv, xv.

“In short, we have need of methods — simple, teachable, and usable — by which to break through the conventionalized, stiffly resistant, and confusing habits of evaluations.” —Ibid., p. xvi.

“Any attempts to provide a basis for propaganda analysis, ‘good sense,’ ‘clear thinking,’ etc., must first build a fundamental consciousness of and ability to recognize each when it is met.

“Starting here, the student of General Semantics proceeds to set up systematically (1) the characteristics of life facts about which speakers must be aware, (2) the host of language habits which represent those life facts inadequately, and (3) specific, usable, and teachable devices by which to make his language habits produce proper evaluation of what he talks about.” —Ibid., p. xxvi.

Examples of Misevaluations in This Area

In schools we find many examples of failure to see the relationship between language and actions:

1. Some teachers accept the inarticulate pupil as one who has no problems and, therefore, furnishes no problem because “he is a nice, quiet student.”

2. Some parents and teachers fail to see that the overtalkative pupil may have inner problems.

3. Some teachers are unaware of the real problems implicit in such statements as these overheard in school:

“No teacher could do a good job with such roughnecks. Why try?”

“The classes I receive are never adequately prepared.”

“Children never appreciate what you do for them.”

“Sure, Joan is popular. She has money.”

Attitudes and Habits We Desire Pupils to Develop

1. An appreciation of the all-pervasive nature of language in their lives.

2. An awareness of the two-way process of language:

Language affects evaluations.

Evaluations affect language.

3. The habit of delaying action or response until the language involved in a situation has been evaluated.

Presentation to Pupils

LESSON 2

Theory

We think that our language affects our thinking and/or our actions, and that our thinking and/or our actions affect our language. We believe it is a two-way process.

Example.-A person may speak in a grouchy manner if he feels that he has been unfairly treated. After speaking in this manner he may feel ashamed and make an effort to perform some extra kindness, or he may apologize and explain why he was grouchy. This may cause him to speak and act in a happier way. We don’t have to decide which came first, the language or the feelings or the actions; the important thing is to realize how one affects the other.

Example.-Read with the class Helen Keller’s “Everything Has a Name” from The Story of My Life. Discuss.

Example.-Recall with the class the story of “The Boy Who Cried Wolf.”

How did language affect thinking and acting in these stories? As the pupils analyze each story, draw this simple diagram on the board to illustrate the interrelationship.

1. Ask a pupil to scrape his nail on the board, but stop him from carrying out the act just as soon as the students react. Point out that they were reacting to the words before the act was performed.

2. Ask the students to imagine for a few seconds that they are deaf and that they exist in a world of no words. Then ask them to picture themselves at the last party they attended where everyone tried to speak at once. Point out the difference in their behavior during the two periods, how still and solemn they were during the first period, then how they moved about and changed expression during the second. Did your language affect the pupils’ feeling, thinking, and/or actions?

Evidence

1. “What device used in crime detection is based on the principle of speech affecting emotions?” (Lie detector) Explain.

2. “How much evidence can this class gather that speech affects thinking and/or actions?” Make three columns and lead with a few examples.

Language affects	Thinking/actions leads to	More Language
gossip	change in attitude	more gossip
compliments	sociability	conversation
horror stories	sleeplessness	complaints
labels (snob)	avoidance	false reports
enthusiasm	stimulation	good reports

Conclusion

We may understand more about our thinking and our actions if we learn more about our language habits.

Applications

1. “According to our findings, would television or radio or telephone affect our study periods?”

2. “According to our study, would a grouchy remark affect the speaker as well as the listener?”

3. “Do you think it could change your thinking or feeling if you called your temper “babyish” rather than “uncontrollable,” your pain “uncomfortable” rather than “unbearable,” your lesson “difficult” rather than “impossible,” etc.? Analyze the differences the words might make in your attitude.”

4. “Can you find in this lesson anything that we might apply to our use of nicknames?”