According to Stahl, “Words are
used to think. The more words we know, the finer our understanding
of the world.” (Stahl, 1999)
As an instrument of thought, we
cannot think in any other context than language.
Language allows…
·
you to clarify your
own thinking
·
the person next
to you to understand what you are thinking.
·
you to
understand what I am thinking.
·
all of us to transfer
our thoughts and accumulated information from one generation to the next
generation.
Most important, the most
effective of all “shared public language” is (1) well constructed, (2) precise,
(3) specific, and (4) provokes mental images. These should be practiced often
in schools and at home.
A concise summary of written language is that language is a remarkable
form of “recorded thought” allowing us to defy both time and distance. Yet precision
in language is priceless – think of the consequences that can result from a
careless usage of language in the operating room, the pharmacy, or the air
traffic controllers’ tower.
Through language we articulate
thoughts, describe events, connect ideas, make inferences, and ultimately make sense. However, everyday language, surface grammar, and
imprecise word selection can lead to oral or written misunderstandings.
Are the words disinterested
and uninterested synonymous or interchangeable? Most individuals would equate
the two terms although “unbiased” would be a more precise definition of “disinterested.”
In school, it is the misuse, imprecision,
and under-specification that we see in language that leads to the hazardous
results. In a field like science, each of these can deny children access to
ideas, concepts and key principles.
