The End of the Book: Saussure's Challenge to Academic Conventions

Introduction

Ferdinand de Saussure's "Course in General Linguistics", as we know it, emerges as a seminal work that conforms to the traditional academic treatise format. However, the departure from convention becomes notably apparent when contrasting the structured approach imposed by editors Bally and Sechehaye with the dynamic and interactive nature inherent in Saussure's original lecture notes. This blog post investigates the distinct structures and examines the impact of Saussure's teaching methods, shedding light on the broader implications for academic discourse.

The Academic Divergence

The "Course in General Linguistics," posthumously edited by Bally and Sechehaye, adheres to a conventional academic book format, complete with self-contained chapters that suggest a linear progression of ideas. In stark contrast, Saussure's lecture notes, the foundation for the edited work, reveal a more dynamic interchange of ideas in a classroom setting. The rigidity imposed by editors may not fully capture the evolving and fluid nature of Saussure's concepts.

Comparing Structures

Traditional academic books compartmentalize content into discrete and linear units, fostering a sequential and ordered presentation of ideas. Each chapter serves as a building block contributing to the overall structure, with readers following a predetermined path set by the author. On the other hand, a lecture course, delivered orally, allows for an interactive exchange, free from the constraints of fixed structures. This flexibility introduces a dynamic quality where ideas can be revisited and revised throughout the course.

For example, in his lecture course, Saussure initially treats the linguistic sign as an isolated unit, akin to an atom, asserting linguistic arbitrariness as the lack of inherent connection between the signified and the signifier. However, this perspective undergoes a significant revision as the course progresses. Saussure challenges the notion of a linguistic sign as a simple union, criticizing it as a "great mistake" (une grande illusion) and highlighting the need to understand language as a relational and interdependent system. This evolution in thought emphasizes that language is not a collection of isolated terms with fixed meanings but rather a complex web of relationships. Consequently, the learning experience is dynamic, allowing new information to reflect back on and modify earlier concepts, fostering constant interaction and adaptation throughout the course.

The Iterative Nature of Lecture Courses

Lecture courses offer a continuous exchange of ideas, allowing concepts to be introduced, discussed, and revisited or revised later in the course. The iterative and evolving nature of the learning experience is shaped by the lecturer's responses to audience reactions, questions, or new insights. This fluidity stands in contrast to the inherent limitations of a fixed and linear structure found in traditional academic books.

Derrida's Critique and Saussure's Challenge

Jacques Derrida's critique of the "civilization of the book" in Western civilization, with its linear structure implying completeness and closure, finds resonance in Saussure's challenge to conventional academic treatise formats. Saussure's lectures, as evidenced by his students' notes, deviate from the typical linear and systematic fashion, embodying a dynamic, dialogical, and open-ended approach.

Saussure's linguistic theories emphasize the relational nature of language. Instead of viewing language as a fixed and linear system, he underscores the interdependence of linguistic elements and the dynamic interconnectedness of the linguistic system. This challenges the notion of a totalizing truth contained within the pages of a book.

Fluidity in Saussure's Teaching Style

Saussure's teaching style, evident in his lecture notes, allows for a fluid and open-ended exploration of linguistic concepts. Unlike a traditional treatise presenting a systematic and closed argument, Saussure's approach marks “the end of the book and the beginning of writing”, permitting ongoing discussions, revisions, and developments of ideas within the context of the lecture course.

Conclusion

Saussure's teaching methods and linguistic theories, captured in his lecture notes and later in the "Course in General Linguistics," align with Derrida's critique of the linear and totalizing nature of the "civilization of the book." By emphasizing fluidity, interdependence, and a non-linear understanding of language, Saussure challenges the rigidity of conventional academic formats, urging a reevaluation of how we approach linguistic discourse and academic scholarship.

Bibliography

Saussure, Ferdinand de. 1916. Cours de linguistique générale. Edited by Charles Bally and Albert Sechehaye, with Albert Riedlinger. Libraire Payot.

Saussure, Ferdinand de. "Course in General Linguistics." Translated and annotated by Roy Harris. With a new introduction by Roy Harris. Bloomsbury, 2013.

Saussure, F. (1910-1911). Troisième cours de linguistique générale: d'après les cahiers d'Emile Constantin [Saussure's Third Course of Lectures on General Linguistics: From the Notebooks of Emile Constantin]. (E. Komatsu, Ed.) Gakushûin University, Tokyo. (R. Harris, Trans.) University of Oxford.1993

Stawarska, Beata. 2015. Saussure’s Philosophy of Language as Phenomenology: Undoing the Doctrine of the Course in General Linguistics. Oxford UP.