Heidegger On Traditional Language And Technological Language
ABSTRACT: On July 18, 1962, Martin Heidegger delivered a lecture entitled Traditional Language and Technological Language in which he argues that the opposition between these two languages concerns our very essence. I examine the nature of this opposition by developing his argument within his particular context and in the general light of his reflections on language. In different sections on technology and language, I summarize much of what he had said in previous writings on the topic (viz., "Die Frage nach der Technik" and "Der Weg zur Sprache"), including his preliminary comments contrasting instruction with teaching, and characterizing this reflection in terms of its uselessness. The central issue connecting these seemingly varying themes is the status of education in our modern technological age and, more specifically, of instruction in the mother tongue. Heidegger’s concern for the status of instruction in the mother tongue is, as we will see later, directly connected to his distinction between the two forms of language.
On July 18, 1962, Martin Heidegger delivered a lecture entitled Überlieferte Sprache und Technische Sprache (1) (Traditional Language and Technological Language) in which he argues that the opposition between these languages concerns our very essence. In this paper I examine the nature of this opposition by developing his argument in this particular context and in the general light of his reflections on language.
Addressed to science teachers in a vocational school, Heidegger's lecture offers some relatively uncomplicated formulations of theses he had already developed mainly in "Die Frage nach der Technik" (2) and "Der Weg zur Sprache." (3) There are two main sections, one on technology, the other on language, which summarize much of what he had said in those previous writings. There is, however, a preliminary comment in which he contrasts instruction with teaching, and an introductory section in which he characterizes his reflection in terms of its uselessness. The issue connecting these seemingly varying themes here is the status of education in our modern technological age and, more specifically, of instruction in the mother tongue. Heidegger's concern for the status of instruction in the mother tongue is, as we will later see, directly connected to his distinction between the two forms of language.
Speaking thus to his particular audience, Heidegger claims he is not instructing but teaching them in the sense of letting-learn, where learning comprises bringing our life into the correspondence with what grants itself to us in its essence.
Georges-Pierre Seurat was a French Post-Impressionist painter, as well as a fine draftsman. He was born and raised in a wealthy family in Paris on December 2, 1859. He lived a short life of thirty-one year of age, and in his time, Seurat not only invented his style of pointillism, but he also became the first Neo-Impressionist. In pointillism, Seurat used miniscule dots of various colors on a base color to produce the local color. This creates an optical mixture from afar for the viewer and makes the image livelier. As the first Neo-Impressionist, he systematically painted his works instead of the rough brushworks of the earlier Impressionists (Chu 410-411, Gage 452, Georges). Since Seurat first started to dig deep into the arts when he was merely sixteen, he really changed the modern art world within 15 years; barely half of his life! Seurat truly worked hard to get the reputation he has today and his works are unquestionably phenomenal through his techniques he used.
Georges Seurat used the pointillism approach and the use of color to make his painting, A Sunday Afternoon on the Island of La Grande Jatte, be as lifelike as possible. Seurat worked two years on this painting, preparing it woth at least twenty drawings and forty color sketched. In these preliminary drawings he analyzed, in detail every color relationship and every aspect of pictorial space. La Grande Jatte was like an experiment that involved perspective depth, the broad landscape planes of color and light, and the way shadows were used. Everything tends to come back to the surface of the picture, to emphasize and reiterate the two dimensional plane of which it was painted on. Also important worth mentioning is the way Seurat used and created the figures in the painting.
How is technology seen today? The current conception of technology is that it is an activity of man toward some end. Heidegger wants to replace this correct conception with a true, free relationship in order to “open our human existence to the essence of technology” (QCT). By removing man’s insistent nature that sees only what is closest and most obvious, he remove his biases and preserves his “own special nature--that he is a meditative being” (DoT). By reminding man to think without insistence, we thereby bring him closer to the distant truth, that Being has multiple appearances within a single being, not just what appears ready-at-hand. Technology can further this thinking without insistence, but only if one primally sees that technology “must be understood as a way of revealing the totality of beings” in their capacity to be managed (QCT). This esse...
Over the past decade the world has gotten much smaller due to the electronic communication the Internet has fostered. While this promotes business and international relations, problems arise regarding the protection of individuals’ personal information. Many countries around the world have developed privacy policies and laws protect an individual's information in the realm of electronic communication. Universal enforcement gets complicated because the Internet is not restricted to one country; it’s worldwide. As a result, concerns arise regarding the compatibility of various countries' privacy policies. This paper will discuss the current legislation in place for various major countries1, the existing conflicts between these countries’ policies and the implications these conflicts hold for the protection of privacy on the Internet.
Bataille suggests the use of cultural theory to attack and analyse language. Therefore, the characteristic theme
7. Herman T. Tavani, James H. Moor "Privacy Protection, Control of Information, and Privacy-Enhancing Technologies", Computers and Society, March 2001
"Privacy and the Internet: Intrusion, Surveillance and Personal Data." International Review of Law, Computers & Technology Oct. 1996: 219-235.
Maker, J., Brittain, J., Piraino, G., & Somtow, S. Children Who Kill. World Press Review. June 1993 v40 n6 p21-23.
Robert V. Heckel, D. M. (2001). Children Who Murder: A Psychological Prespective. Westport: Praeger Publishers.
When families sit down to watch television, they expect to watch family type of shows. Family type shows meaning rated PG or PG13, sitcoms and movies that do not include weapons, killing, foul language, and non-socially accepted actions. When children killing, they start to believe that it is accepted. Do children think that killing and hurting others and themselves have little meaning to the real life, children can become traumatized. Most killers or violators of the law blame their behavior on the media, and the way that television portrays violators. Longitudinal studies tracking viewing habits and behavior patterns of a single individual found that 8-year-old boys, who viewed the most violent programs growing up, were the most likely to engage in aggressive and delinquent behavior by age 18 and serious criminal behavior by age 30 (Eron, 1). Most types of violence that occur today links to what people see on television, act out in video games or cyberspace games, or hear in music. Media adds to the violence that exists today and in the past few decades. It will continue in the future if it is not recognized as a possible threat to our society. When kids go to a movie, watch television, play video games or even surf the web, they become part of what they see and hear. Soaking violence in their heads long enough becomes a part of the way they think, acts, and live. The line between pretend and reality gets blurred.
ABSTRACT: The discussion of Heidegger's “destructive retrieve” of Aristotle has been intensified in recent years by the publication of Heidegger's courses in the years surrounding his magnum opus. Heidegger's explicit commentary on Aristotle in these courses permits one to read Being and Time with Aristotle's Nicomachean Ethics and Metaphysics. My paper analyzes a network of differences between the two thinkers, focusing on the relationship between theory and praxis. From Aristotle to Heidegger, there is: (1) a shift from the priority of actuality to the priority of possibility. This shift, I argue, is itself the metaphysical ground of: (2) a shift from the priority of theory to the priority of praxis. This shift is seen most clearly in the way in which (3) Heidegger's notion of Theorie is a modification of his poíesis. The temporal ground of the reversal is seen in (4) Heidegger's notion of transcendence towards the world, and not towards an eternal being.
Although children are constantly being exposed to violence through movies, television, and video games which could influence the harm done, kids today are more sophisticated at a younger age; they understand the implications of violence and how to use violent weapons. In the article “Kids are Kids- Until They Commit Crimes”, Marjie Lundstrom explores the stories of two young boys, Lionel Tate and Thomas A. Preciado, who both commit violent crimes and try to play it off. Tate unsuccessfully tried to put pro wrestling on trial for “savagely beating a six-year-old girl..” and Preciado claimed he was mimicking a TV show of robbing a bank and was tried as an adult for stabbing the mini mart clerk to death. The real question is how do we know if these indications are true, if these children really were imitating or if those are all just excuses. It is absurd to argue that a modern child, who sees the effect of violence around him in the news every day, does not understand what it means to kill. The fact that child killers know how to load and shoot a gun is an indicator that they understand exactly what they are doing and should not be able to make excuses as such. With this it is proven that a child's surroundings do not fully influence their wrongful doings and the Supreme Court Justices shall retain their
Hulse, Elliot. “Hofmekler’s Controlled Fatigue Training”. Lean Hybrid Muscle. Leanhybridmuscle.com, 2008. Web. 18 Apr. 2014.
—. Language: Readings in Language and Culture. 6th ed. New York: St. Martin's, 1998. Print.
The settlement of the British Isles by north Europeans followed by Norman French paints the backdrop to this essay which will focus on the period between the early 15th and 17th centuries, when a'standard' English language evolved. It will show that modern-day English is very different to that first introduced to the British Isles, but by identifying changes through time, its continuity can be demonstrated. Finally, it will suggest that present day English is in a position analogous to that which existed before the Norman invasion, when there were many varieties and dialects, and that this may lead to its decline as a global language, due to decreasing intelligibility. The beginnings of English can be found in the occupation of England from the 5th century by north and west German ethnic groups who brought their 'indigenous dialects' (Seargeant, P. 2012, p. 1). The Oxford English Dictionary defines English as 'Of or related to the West Germanic language spoken in England and used in many varieties throughout the world' (Seargeant, P. 2012, p. 7).