Abstract

Recent studies within the fields of linguistics, philosophy, psychology and neurophysiology have suggested that inferences can be drawn from the general form of language to the structure of human thought. More specifically, such studies project the possiblity of expanding current understandings of human cognitive processes through the analysis of language. Support for the feasibility of such a project in the writings of Chomsky, Fodor and Katz warrants that it be given careful attention. ;The purpose of this study is to examine arguments to the effect that valid inferences regarding the logical structure of thought can be made on the basis of an analysis of the logical structure of language. ;The attempt to examine whether there is an underlying basic structure to human thought and to determine how input is received, organized and processed has traditionally been an area of significant philosophical inquiry. In order to establish the precedent for this study as a legitimate area of concern within philosophy and to pinpoint its precise place within the range of philosophical inquiry, Part I of the study examines the epistemological theories of Aristotle and Kant, viewing them as attempts to analyze the structure of reality from within the context of our understanding of it. While the goals of these philosophers were quite different the approach which they took and the insights gained as a result of their explorations have much in common with current work being done in the cognitive sciences and in recent philosophical research in language and mind. It is argued that any attempt to analyze the structure of thought through an examination of the structure of language finds itself firmly grounded within this tradition of philosophical concern. ;Part II examines the psycholinguistic theory of Noam Chomsky, interpreting it as part of a continuing attempt to adequately define the origin, nature and limits of human knowledge through an examination of the logical structure of language, and explores the implications of their theory in the semantically based theories of Fodor and Katz. Part III seeks empirical support for their conclusions within the field of cognitive psychology considering the conclusions of empirical studies of knowledge acquisition and knowledge structure in the research of Bruner and Piaget. It is concluded that while addressing the question from the perspective of technical linguistics, Chomsky's research provides the outlines for a philosophical theory of knowledge which establishes categories of thought and provides answers to philosophically significant questions regarding its structure. The additional strength of such a theory as that proposed over those of Aristotle and Kant is that it is firmly grounded within an empirically defensible framework. ;If, indeed, it is possible to gain a significant insight into the nature of our cognitive processes through the analysis of language, these findings will have important implications for a theory of learning. If the logical structure of language is a reflection of how we logically structure our thoughts, develop concepts and process information, then an understanding of the form of language and consequently of thought serves as a guideline for how we can best facilitate learning. Part IV explores the implications of this approach and develops an argument for the role of philosophy within the liberal arts curriculum.