As the others have mentioned, the first part is about a philosophic discussion about the role of words and language in our society. While a defense is necessary, I personally decided this was not my battlefield when I read a little of Wittgenstein and was totally lost. I am glad to see it might be, in part, because he was trying to accomplish something that really can't be done. Maybe.
Definition
I think the key idea I got from this chapter was the importance of definition. As a debater (short lived) we learned to define our terms but we had no idea what we were really doing as middle schoolers. But I did love Lincoln- Douglas debate because of the way it played with ideas. Although I take good definition for granted, I am learning that I shouldn't. There are a few educational points that came to mind with this idea of definition:
1. In the Montessori classroom one of the first things you do is name EVERYTHING. You tour the room and name it (not with labels - but aloud). This is to give students ownership and "power" over their space. You also always use the proper name - not a babyish name. This chapter gave reason why this is so important in developing young minds and helping kids to grow. To teach items not in the classroom you use three part cards - with pictures and names - to help students name the world around them.
2. If you have ever read anything about the Principle Approach they talk a LOT about using Websters' 1828 dictionary to define terms and they spend a LOT of time doing it. Basically, Noah Webster was a linguist extraordinaire (I think he knew about 20) and had a very Biblical worldview. Current day definitions tend to have some of the drift that Weaver warns against, but the 1828 is quite a standard. I think it is telling and helpful to use these definitions, with older children especially, so that they can see the way words have changed. Webster felt called to write a dictionary because he knew the power of language.
3. I really enjoyed Andrew Kern's lecture about the 5 topics. The quick overview tells us that definition - what is it? - is the first topic and comparison the second. This is basically what Weaver is saying as well. This is how we make sense of our world and if we can help our students grasp this and internalize it they will be the better for it.
So, definition or naming may seem trivial but it is essential. I think this is especially important because our culture and Christian morality once had similar definitions for things. But we all know that isn't the case any longer. It is essential that our children understand that there are ideals (even if they can't be met) and that some things are permanent - regardless of current fad. As he explains "the student will get a training in definition which will compel him to see limitation and contradiction . . . training in thinking, whereas the best that he gets now is a vague admonition to think for himself."
Language
Another point that he drives home is that "command of language will prognosticate aptitude" - basically that being able to speak well and understanding language will help you go further. One of my favorite studies is about preschool students and their language aptitude. Let's just say that your language facility at 3 can predict your long term aptitude. This is why I am so passionate about reading aloud to children.
This is one reason why I like Core Knowledge and its thoughts about cultural literacy. Basically, they argue that we can teach our kids technically how to read (if we decide to use phonics) but they lack the "background" to understand many of the stories and information once it gets above a 3rd grade level. This is because they haven't been given the vocabulary, experience and stories to do well. Although some may naysay against cultural literacy as "elitist" in nature - whose to say what culture we should be teaching - it is just the opposite. There is a western tradition that has helped form who we are as a nation and all kids should learn about this heritage so they have a chance of understanding where our culture comes from. This is NOT to belittle other cultures - but to provide them access to a great tradition of language and ideas. As they say, teaching content is teaching reading.
I see Core Knowledge as a modern adaptation of Classical Studies in some ways - especially when it comes to literature selections. There is a need to provide students with access to the best poetry, literature, historical figures and ideas we can give them. We should "lay the banquet" as Charlotte Mason encourages us with the expectation that children can and will make their own connections when given the chance. However, if their "cultural literacy" is limited to what you can read about on the check out stand we are all in serious trouble.
Weaver's chapter also encourages me to keep reading poetry - just like Cindy keeps encouraging us to do. So although I don't really get poetry all the time - it is my lack of experience - not the poet's problem. I just need to read more. Weaver argues
He (the poet) is the greatest teacher of cause and effect in human affairs.
Finally, this is the quote I will be thinking about the most, by Sir Richard Livingstone, who notes
that the people of the Western world 'do not know the meaning of certain words, which had been assumed to belong to the permanent vocabulary of mankind, certain ideals which, if ignored in practice under pressure, were accepted in theory. The least important of these words is Freedom. The most important are Justice, Mercy, and Truth."OUCH!!
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