In Search of Ithaka: From Anaximander's Apeiron to Saussure's Langue

Introduction

In the history of philosophical and linguistic inquiry, certain moments shine as thrilling milestones, pushing the boundaries of knowledge and revealing new insights. One such moment arises in the ancient debate between "Pre-Socratic" philosophers Thales and Anaximander, whose contrasting views on the fundamental principles of existence sparked a fascinating discourse. Yet, amidst this excitement, the discovery of the earliest surviving fragment from Pre-Socratic philosophy electrifies scholars' minds. Equally thrilling is encountering the notes of Saussure's students, shedding light on his ground breaking concepts such as "signifié" and "signifiant," and the definition of terms like "concrete" and "abstract" within his theory, which mirrors, in a way,  the solidary workings of "la langue."

Water as Arche- and the Mystery of Apeiron: The Birth of Western Philosophy

One of those thrilling moments in the history of philosophy arises when we examine the debate between Thales and Anaximander, two of the earliest Greek thinkers known as the "Pre-Socratics." While Thales asserted water as the fundamental principle (arche-), Anaximander introduced the concept of "apeiron," a principle devoid of specific nature (non-being) and lacking beginning or end. According to him, elements like water, air, or fire were derived from this boundless entity, which served as the condition of possibility. This contrasting viewpoint has motivated philosophical discussions that last till today.

However, amidst this debate, what truly sparks excitement is the chance to quote the first substantial surviving fragment from Pre-Socratic philosophy. This precious fragment, reported by Theophrastus and preserved by Simplicius, encapsulates Anaximander's profound insight: "things come to be and are destroyed, according to necessity. For they mete out penalty and retribution to one another for injustice, according to the ordering of time" (Peter Adamson, 2014).

Some Quibbles about "Abstract" and "Concrete" in General Linguistics

Exploring Constantine's notebooks, linguists experience a thrill akin to the excitement felt by philosophers when encountering the oldest substantial fragment of the Presocratics. In the lesson of May 5, 1911, Saussure grapples with the question "What are the concrete entities comprising language?" (Notebook VII 78a). This question proves challenging, as highlighted by Saussure's cautionary note: "Where language (la langue) is concerned, we are in a very poor position to see the real entities, since the language phenomenon is internal and fundamentally complex." (Constantin's Notebook VII 78a).

On May 9, 1911, Saussure sets out to tackle the abstract entities of language (la langue) (Constantine's Notebook VII 83a). Once again, he prefaces the lesson with a sobering remark: "This is one of the most difficult areas to explore. Here I see only glimmers, not broad daylight." (Constantine's Notebook VII 83a). Following these lessons, Saussure recognizes the need for clarification regarding the terms "concrete" and "abstract" within his theory, which functions as a scaled-down language system where all terms mutually define each other. It is here that we catch a glimpse of the state of his linguistic theory at the time.

Firstly, Saussure distinguishes between abstract "things" (choses) that are not linguistic and emphasizes that separating meanings (significations) from their basis in "sound" (support sonore) leads away from linguistics and into psychology. Hence, these abstract entities do not belong to language (la langue). Similarly, sound patterns alone do not constitute language.

Saussure's use of colloquial words like "things" (choses) when referring to certain linguistic phenomena suggests that his terminology was still evolving. This is evident in his use of "meanings" (significations) for "signified" and "sound" (support sonore) for "signifier", which may indicate that these terms were not yet fully established or at least not in common use in his teaching.

While we know from later writings that Saussure used "sound" as a proxy for "signifier" due to the inaccessibility of sound patterns in the brain, this particular lesson does not delve into that clarification.

Saussure proceeds to clarify the concept of "concrete" within language (la langue), defining it as everything identifiable by speakers as a unit of sense and sound without difficulty. In contrast, distinctions introduced by linguists without confirmation (non ratifiée) from speakers are deemed "abstract."

He reserves "concrete" for instances where an idea (idée) aligns directly with a sound unit (unité sonore), while "abstract" indicates abstractions carried out by linguists for methodological or didactic purposes, indirectly supported through speakers' operations:

"I reserved the term 'concrete' for the case where the idea is directly supported by a sound unit. 'Abstract' having an indirect support through an operation carried out by the speakers." (Constantin's Notebook VII 85a)

The final section of the May 9th lesson is not only interesting for gaining insight into the meaning of "concrete" and "abstract" within the Saussurean framework but also because it offers a firsthand glimpse into the birth of a science that would profoundly influence academia in the 20th and 21st centuries, sparking countless ideas that continue to shape the academic world to this day.

Conclusion

In the fields like philosophy and linguistics, the thrill of encountering original texts and grappling with their profound insights is unmatched. Just as philosophers are stirred by the ancient debate between Thales and Anaximander, so too are linguists captivated by the challenges posed by Saussure's exploration of abstract and concrete entities in language.  These moments of intellectual excitement serve as reminders of the enduring relevance and importance of engaging with the foundational texts and ideas that shape our understanding of the world.

Cite this text: 

Rodie. (2024). Return to Saussure. Retrieved from http://www.derridaforlinguists.blogspot.com

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Navigating Life's Odyssey: Constantine Cavafy's 'Ithaca' and the Hero's Journey

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Bibliography

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]. (R. Harris, Trans.) University of Oxford.1993

Peter Adamson, Classical Philosophy: A History of Philosophy without Any Gaps, Volume 1 (Great Clarendon Street, Oxford, OX2 6DP, United Kingdom: Oxford University Press, 2014).