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Universal Language

[Coherent Systems A.3.C.1.]

UNIVERSAL LANGUAGE 2017/02/02 [Coherent Systems A.3.C.1.] Some reliance is had on concepts from ‘dirty’ language in order to convey objective concepts. 1. For example “(Temple) Flagstones”: Simple. Requires association of word and object. Understanding full meaning is less important. These words may give one a feeling of the justice of the world, a feeling of 'how the world feels’. 2. Example: “Fedderich”: Words / characters resembling other more common words / characters. In this case it may mean 'federal government’. More difficult. Understanding only requires knowing how parts of sounds and language like prefixes and suffixes work. 3. Example: “Wise-acre”. This is even less obvious. To understand it, someone needs to draw on certain types of associations which are familiar to the society. For example, wise = white toga, acre = surrounding area, so the expression can mean someone appealing to the crowd, having a sense of humor, or being clever, someone with a perverse sense of humor. 4. Example: “English flag”. The term may mean something like sex or foul language, and innocence prevents it from being understood completely. 5. Analogy: the reverse of the English flag. Clean facts emerge from associating details, no matter how perverse they originally seem. 6. Big ideas like “Wisdom” and “The Good” become idealized no matter how perverse they originally seemed, and no matter how much fun is made of them. They are worth preserving as symbols, the opposite of figurative language. 7. Works of literature collect many statements together under the premise that they can be understood. Thus, it is a kind of opposite for words like 'fedderich’. 8. Technical concepts like 'triangle’ and 'abacus’ and even 'garden’ provide a secondary idea of the whole world, that is, a world which has a purpose for that thing. As such, the simple meaning of #1 has come full circle to a view in which all objects have hidden meanings. This ends the non-esoteric view of common language. Coppedge, Nathan / SCSU 2017/02/02, p.
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