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Commentary 1

Verba Volant Scripta Manent

Verba Volant Scripta Manent 

(Lat. “spoken words fly away, written words remain” )

            In describing the qualities of sound, Ong (2002) points out to its evanescent nature as well as its capability of surrounding the speaker and immersing him/her in the center (p.71). In primary oral cultures this immersion affected man’s perception of the world and consequently generated an ego-centric approach in its interactions with it. On the other hand, spoken words have the power of binding together the speaker and the audience, uniting them in the “interiorizing force of the oral word” (p.74).

             In both Western and Eastern cultures, bards used to (and still continue to do in some parts) travel and recite or sing poems and personae tell stories to sustain the cultural heritage in a society. This helped build a “communal soul” (Ong 2002) that caused them to react to situations in a collectivist nature rather than an individualist’. The bards used to rely on their memory for recitation, but made slight modifications depending on the mood and receptiveness of the audience.

             As natural as the need to communicate orally with others, man’s desire to leave a permanent artifact that would withstand time led him to create a “sequencing of standardized symbols in order to graphically reproduce human speech, thought or other things in part or whole” (Fischer, 2001). This definition incorporates the first varied forms of bone and stone markings dating back to 100,000 years that point out to purposeful engraving as a form of writing, As mankind developed higher level thinking and artistic skills, he began to create more sophisticated artifacts. Cuneiform writing – which has been used as earliest as 3500 BC by the Sumerians and then the Assyrians in Mesopotamia grew out not only of the need to record business transactions, but also to spread the “word of wisdom” through epics, myths and proverbs (Kramer, 1961).  

            Ong (2002) describes how when an alphabetical or other script enters into a particular society, it is looked upon with skepticism and even regarded as dangerous. Even nowadays, book burning is not an uncommon practice in parts of the world governed by totalitarian regimes. If written words cannot defend themselves because they are unreal, as Plato has Socrates declare in Phaedrus, then why is there such intolerance for them?

             There is no doubt that writing leaves a permanent mark in time when sound vanishes into air just like thoughts that flicker in a human’s brain do. Writing is indeed “the most important invention that has transformed human consciousness” (Ong, 2002).

                                                              Refernces

Ong, W. J. (2002). Orality and Literacy. New York: Routledge

Kramer, S.N. (1961). Sumerian Mythology: A study of Spiritual and Literary Achievement in the Third Millennium B.C. [Rev. ed.]. Retrieved from      http://www.orakels.com/occult/Diversen/Sumerian_Mythology.pdf

 Fischer, S.R. (2001). A History of Writing. Retrieved from     http://books.google.com/books?=en&lr=&id=Ywo0M9OpbXoC&oi=fnd&pg=PA11&dq=the+history+of+writing&ots=0HxL9IJMh9&sig=Ggc2YQN58DyFzdhW-_F2YzffSMY#v=onepage&q=&f=false

 

           

 

 

         

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Introductions

The joy of Literacy

Curiosity….. what are they reading?, originally uploaded by Tom@HK.

Whenever I come across the word, for some reason it brings to my mind the opposite. I always envision children who are deprived of formal education. Children who would love to be able to read and write, but can’t due to poverty or political unrest in their countries.

I live in Turkey where, in many small schools spread out in the eastern region, a book is a priceless object. Children read the same book over and over again just to satisfy their quench for discovering something new and different.

It is a very common occurence where illeterate elderly women, who were denied an education during childhood, complete literacy courses provided by the state. The joy on their faces when they are able to read the signs on the walls, the boards indicating the destination on the buses and any form of text is something to be seen. It must be a great thing to not have to make up a lie such as: “My eyesight is impaired, could you please read this for me?” when you know that it’s obvious that there’s nothing wrong with your eyesight.

I’m an EFL teacher living and teaching in Izmir, located on the Aegean coast of Turkey. I work in one of the top-notch, private primary schools. My third grade students love reading books in the native language, but prefer listening to an English book read to them with animation. I’m interested in this course from the literacy in second language perspective. I hope that the knowledge I gain from this course will help me to blend literacy and technology in the same melting pot.

Jennifer Ozturkeri

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This work is licensed under a Creative Commons Attribution 3.0 Unported.