Maps of Meaning: Potential Knowledge & its Contingency
Maps of Meaning. Knowledge. Contingency. Language proficiency.
Photo by Tamas Tuzes-Katai on Unsplash
“Our understanding of a given phenomenon is always limited by the temporal, economic and technological resources that we have at our disposal.” - Dr Jordan B Peterson
The Adolescent Struggle
In my younger years, I struggled tremendously to articulate the significance of language proficiency. Internally, I had felt a deep calling within me which approximated a sense of awe for the abstract utility of language: it was extremely common for me to be drawn to eloquent speakers and prolific authors who gave the impression that they possessed venerable mastery over and fluency in diction, lexicon, style and presentation. Hence, it should be unsurprising that I strove relentlessly to enhance my language proficiency. In retrospect, the entire circumstance should be seen as a religious experience: I clung onto faith in a manner that was unwavering, notwithstanding my ignorance–or at least inability to express why. Even in the face of older adults around me who would convince me that the workforce did not prioritize language proficiency, that it was fine as long as we could get our intended message across, my belief–my faith–I remained unmoved in my belief–my faith–in the importance of language proficiency, the position of which would be top in my value system hierarchy.
During my high school years, my persistence in my willingness to elevate my level of language proficiency paid dividends, in the form of decent grades (1A* and 2 A's at my A-Level exams) and the acceptance by almost every university I had applied to. Nevertheless, those would not suffice to convince me that these were attributable to my language proficiency; even if they were, I would not be able to quantify its degree! My struggle stemmed mainly from the knowledge that I was acquainted with too many people who possessed a much lower level of language proficiency–compared to that of mine, at that time–who were able to receive such dividends which were equally as favorable, if not more! Evidently, my quest to uncover and reveal and discover the importance of language proficiency could not stop.
I went to university.
There, I was privileged and fortunate to be paid similar but somewhat more prestigious dividends, in the form of decent grades, scholarships and awards, and the opportunities to stand out in group presentations–which would consequently and subsequently lead me to the formation of personal connections with some of my professors. The astute reader would be–at this point–able to anticipate what would come hereafter: these dividends did not help me in my quest, not significantly at least; and it was for the same exact reason: there were people who were attaining greater achievements in spite of their inability to speak, read and write well. I should note however, that–from my observation–this tended to be rare: that high achievement seemed to be correlated with language proficiency. Additionally, at this point of my life and academic career, I was exposed to statistical analyses in psychological research, from which I learnt about multivariate analyses: that relationships often involved multiple variables–reflective of the complexity of life. In layman terms, language proficiency must not be the singular variable that correlates to the said “dividends” above–variables including, but not limited to conscientiousness, luck, intelligence should be considered. Anyhow, for me, these did not matter in this particular context, for I still could not confidently, eloquently and concisely respond to a questioner (read: interrogator) who would approach me with question marks in his eyes and kindly (or disagreeably) inquire, “So, why is language proficiency so important?” The same individual also had the proclivity to follow up with a statement along the lines of, “Stop wasting your time reading and writing: do something else! Enjoy the present. Enjoy life.”
Undoubtedly, my stance remained unchanged–my faith and belief in the significance of language proficiency clung to me, somehow; or rather I, to them. I continued to find enjoyment while listening to articulate speakers and reading astute authors, finding them to be cool, and aspiring to be like them in my own way (I still do!).
Words Have Meaning
During my high school years, I was taught by a history teacher that, “words have meaning”. Perceiving these words to be telling, I resolved to act in manners which reflected them. I paid attention. By and by, I learnt to cultivate a level of sensitivity to words that was characterized by intense attentiveness to speech. As much as possible, I paid attention to the words used by those around me; considered the context and style in which their words were used, the structure by which the speaker and writer organized their words; and engaged in close, lexical analysis. Interestingly, the more I practiced, the more I thought in terms of parameters: today, as I listen to others and read texts, a visual parameter (in the form of a rectangle, for the purpose of illustration) appears in my mind; and I am completely cognizant of how the use of words, phrases (insofar as I am familiar with them) and tone–in interpersonal interactions–may render us within or beyond the set parameter. Undoubtedly, both cases–of remaining in and exploring beyond a parameter may be beneficial and harmful, depending on the context and purpose.
The learnt ability to visualize a parameter, in which our progress is determined by our use of words, have benefitted me especially in processes of planning and strategizing. It is precisely this new piece of knowledge–that words have meaning, and the subsequent ability to pay immense amounts of attention to words, that have allowed me to most confidently respond to the questioner, who incessantly. bothered me. It is because of newborn (now, present) knowledge, that has allowed me to produce more knowledge. Or, it is because of my ever inquisitiveness that has allowed me to consistently benefit from novelty.
Responding to the Familiar Questioner
The familiar interrogator appeared to challenge me: “So, why is language proficiency so important?” Scoffing, he added his follow-up lines which are prescriptive, “Stop wasting your time reading and writing: do something else! Enjoy the present. Enjoy life.”
“The importance of language proficiency lies in its equipment of our abilities to generate ideas and then (though the process could be reversed) formulate hypotheses, strategies and plans. The complexities of our ideas, hypotheses, strategies and plans are limited by the level of our language proficiency. That is, if our command of language is insufficiently great, we are unable to understand complex proposals, let alone devise them: if you fail to distinguish the difference between “could” and “should” for example (this echoes the notion of “words have meaning”), you simultaneously and necessarily fail to convey that something is or is not optional; even if you do succeed, you necessarily use more words than you could have to bring the same message across. There should also not be a need for me to add that your paucity of vocabulary simply means that–at most–you necessarily fail to understand the possibility, or the existence of a concept itself; at least, you again, are required to employ more words (read: time and effort) than necessary, hence rendering yourself in an awfully disadvantageous position, especially at times of instability and urgency.”
“But no, these are abstract! Give me an actual example–”
“The ability to proficiently generate ideas and hypotheses (read: having a high level of language proficiency) begets the skill to devise multiple simulations of the future, allowing us to “let our hypotheses (to) die in our stead”, as Karl Popper would put it. Or, as North Whitehead would, “The purpose of thinking is to let (our) ideas die instead of us dying.
“Concrete example? A founder of a startup company, equipped with a strong command of a language, in the face of predicaments, is able to generate (read: think about) multiple potential actions to undertake and their corresponding hypothesized outcomes; and then able to articulate these ideas to his employees who would provide feedback, allowing him to then evaluate (read: think about) their suggestions. Should you have been in a position where thinking about something and subsequently taking action are of crucial means to an end, you should not require further explanation of what the process is like, but I will provide you with it anyhow. During this (or these) process, you think in words and sometimes also images. Nevertheless, it is time for the dissemination of ideas with a team, the most swift and efficient manner is often through words.
“Back to the founder: having taken into consideration and deciding on the best idea (“best” meaning the idea that would result in the “best” potential outcome), he shares it with the team and they take action. This does not guarantee definite success, but his language proficiency would have allowed him to optimally and most sufficiently analyze the feasibility and possibility of every piece of idea. If however, he is poor with his words, he necessarily struggles to evaluate nuances which could be present, and to take heed of deceptively trivial signs of chaos that could tear him and his team down. Even if he were to communicate his plan, it isn’t the most efficient to have to (or to be able to only) explain everything in the form of images; this is literally going back to ancient times.
“Well, fellow interrogator, I hope the above would suffice.”
Knowledge and its Contingency
Throughout this piece, I hope you have seen my growth: from somebody who wasn’t sure about the importance of language proficiency, to the current self who is not only able to articulate it with depth, but also defend it, with concrete examples.
What do these all mean? How do they relate to the notion that potential knowledge is contingent upon current knowledge–a statement that is most confusing?
In very simple terms: before I had gained more knowledge, I was not able to understand the significance of language proficiency. Now that I have gained a bit more knowledge, I am able to understand it.
This means, to you, that your inability to understand the significance or utility or even appeal of a subject or object, could merely be a sign of your ignorance and present stupidity. The good news? You can be better–more knowledgeable, more astute, more analytical, more critical, more perceptive, possessing more wisdom. Hence, our ability to generate new knowledge is contingent upon the level or amount of current knowledge we possess. In Dr Peterson’s words, “Our understanding of a given phenomenon is always limited by the temporal, economic and technological resources that we have at our disposal.”
The more we know, the more we then know, and are able to know. This segues to the greatest implication I would like to accentuate: keep learning and never render anything and anyone useless.
“For to everyone who has will more be given, and he will have abundance; but from him who has not, even what he has will be taken away.” – Matthew 25:29
An Abyss to Avoid
Thus far, we have learnt that our perception of the utility of objects, subjects and tools around us are dependent on our extant knowledge, wisdom and most importantly, mindset–an ever-exploratory mindset renders our minds curious and humble, conceiving of everything around us as possessing potential and value that are worth discovering. This proposition implies that one may (contrarily) have the proclivity to be pompous, and hence quick to cursorily disregard the potential that exists around him. I believe that the latter is no good. It is bound to cause one to stagnate, regress, to become obsolete, as a result of the unwillingness to be alert, observant and teachable.
The Leader of an Educational Institute
Earlier this month, it was my privilege to have attended an event organized by an educational institute which is highly esteemed in my home country; during which a significant leader of the institute delivered a speech. In his attempt to be humorous, he suggested that everything one learns in school is useless in university and work life, hence the significance of networking and building connections.
I was dumbfounded. Absolutely dumbfounded. Shouldn’t educational institutes encourage everyone, especially its learners, to continually learn? Shouldn’t leaders of educational institutes be cognizant of the importance of knowledge-gaining, of language proficiency as a tool?
It is no coincidence that I have chosen “language proficiency”–of all potential topics–to illustrate the contingency of potential knowledge. What we learn in school–language proficiency being a universal and pivotal element–is indeed useful. Or rather, everything we learn in life, through experience and education alike, is useful; if and only if, we allow it to be so.