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Monday, July 11, 2022

Anattā

From Wikipedia, the free encyclopedia

In Buddhism, the term anattā (Pali: अनत्ता) or anātman (Sanskrit: अनात्मन्) refers to the doctrine of "non-self" – that no unchanging, permanent self or essence can be found in any phenomenon. While often interpreted as a doctrine denying the existence of a self, anatman is more accurately described as a strategy to attain non-attachment by recognizing everything as impermanent, while staying silent on the ultimate existence of an unchanging essence. In contrast, Hinduism asserts the existence of Atman as pure consciousness or witness-consciousness, "reify[ing] consciousness as an eternal self."

Etymology and nomenclature

Anattā is a composite Pali word consisting of an (not, without) and attā (self-existent essence). The term refers to the central Buddhist concept that there is no phenomenon that has "self" or essence. It is one of the three characteristics of all existence, together with dukkha (suffering, dissatisfaction) and anicca (impermanence).

Anattā is synonymous with Anātman (an + ātman) in Sanskrit Buddhist texts. In some Pali texts, ātman of Vedic texts is also referred to with the term Attan, with the sense of soul. An alternate use of Attan or Atta is "self, oneself, essence of a person", driven by the Vedic era Brahmanical belief that atman is the permanent, unchangeable essence of a living being, or the true self.

In Buddhism-related English literature, Anattā is rendered as "not-Self", but this translation expresses an incomplete meaning, states Peter Harvey; a more complete rendering is "non-Self" because from its earliest days, Anattā doctrine denies that there is anything called a 'Self' in any person or anything else, and that a belief in 'Self' is a source of Dukkha (suffering, pain, unsatisfactoriness). Buddhist scholar Richard Gombrich, however, argues that anattā is often mistranslated as meaning "not having a self or essence", but actually means "is not ātman" instead of "does not have ātman." It is also incorrect to translate Anattā simply as "ego-less", according to Peter Harvey, because the Indian concept of ātman and attā is different from the Freudian concept of ego.

Anattā in early Buddhism

In early Buddhist texts

The concept of Anattā appears in numerous Sutras of the ancient Buddhist Nikāya texts (Pali canon). It appears, for example, as a noun in Samyutta Nikaya III.141, IV.49, V.345, in Sutta II.37 of Anguttara Nikaya, II.37–45 and II.80 of Patisambhidamagga, III.406 of Dhammapada. It also appears as an adjective, for example, in Samyutta Nikaya III.114, III.133, IV.28 and IV.130–166, in Sutta III.66 and V.86 of Vinaya. It is also found in the Dhammapada.

The ancient Buddhist texts discuss Attā or Attan (self), sometimes with alternate terms such as Atuman, Tuma, Puggala, Jiva, Satta, Pana and Nama-rupa, thereby providing the context for the Buddhist Anattā doctrine. Examples of such Attā contextual discussions are found in Digha Nikaya I.186-187, Samyutta Nikaya III.179 and IV.54, Vinaya I.14, Majjhima Nikaya I.138, III.19, and III.265–271 and Anguttara Nikaya I.284. According to Steven Collins, the inquiry of anattā and "denial of self" in the canonical Buddhist texts is "insisted on only in certain theoretical contexts", while they use the terms atta, purisa, puggala quite naturally and freely in various contexts. The elaboration of the anattā doctrine, along with identification of the words such as "puggala" as "permanent subject or soul" appears in later Buddhist literature.

According to Collins, the Suttas present the doctrine in three forms. First, they apply the "no-self, no-identity" investigation to all phenomena as well as any and all objects, yielding the idea that "all things are not-self" (sabbe dhamma anattā). Second, states Collins, the Suttas apply the doctrine to deny self of any person, treating conceit to be evident in any assertion of "this is mine, this I am, this is myself" (etam mamam eso 'ham asmi, eso me atta ti). Third, the Theravada texts apply the doctrine as a nominal reference, to identify examples of "self" and "not-self", respectively the Wrong view and the Right view; this third case of nominative usage is properly translated as "self" (as an identity) and is unrelated to "soul", states Collins. The first two usages incorporate the idea of soul.

No denial of self

Buddhist scholars Richard Gombrich and Alexander Wynne argue that the Buddha's descriptions of non-self in early Buddhist texts do not deny that there is a self. Wynne and Gombrich both argue that the Buddha's statements on anattā were originally a "not-self" teaching that developed into a "no-self" teaching in later Buddhist thought. According to Wynne, early Buddhist texts such as the Anattālakkhana Sutta do not deny that there is a self, stating that the five aggregates that are described as not self are not descriptions of a human being but descriptions of the human experience. According to Johannes Bronkhorst, it is possible that "original Buddhism did not deny the existence of the soul", even though a firm Buddhist tradition has maintained that the Buddha avoided talking about the soul or even denied its existence.

Tibetologist André Migot states that original Buddhism may not have taught a complete absence of self, pointing to evidence presented by Buddhist and Pali scholars Jean Przyluski and Caroline Rhys Davids that early Buddhism generally believed in a self, making Buddhist schools that admit an existence of a "self" not heretical, but conservative, adhering to ancient beliefs. While there may be ambivalence on the existence or non-existence of self in early Buddhist literature, Bronkhorst suggests that these texts clearly indicate that the Buddhist path of liberation consists not in seeking Atman-like self-knowledge, but in turning away from what might erroneously be regarded as the self. This is a reverse position to the Vedic traditions which recognized the knowledge of the self as "the principal means to achieving liberation."

According to Harvey, the contextual use of Attā in Nikāyas is two sided. In one, it directly denies that anything can be found called a self or soul in a human being that is a permanent essence of a human being, a theme found in Brahmanical (Ancient Hindu) traditions. In another, states Peter Harvey, such as at Samyutta Nikaya IV.286, the Sutta considers the materialistic concept in pre-Buddhist Vedic times of "no afterlife, complete annihilation" at death to be a denial of Self, but still "tied up with belief in a Self". "Self exists" is a false premise, assert the early Buddhist texts. However, adds Peter Harvey, these texts do not admit the premise "Self does not exist" either because the wording presumes the concept of "Self" prior to denying it; instead, the early Buddhist texts use the concept of Anattā as the implicit premise.

Developing the self

According to Peter Harvey, while the Suttas criticize notions of an eternal, unchanging Self as baseless, they see an enlightened being as one whose empirical self is highly developed. This is paradoxical, states Harvey, in that "the Self-like nibbana state" is a mature self that knows "everything as Selfless". The "empirical self" is the citta (mind/heart, mindset, emotional nature), and the development of self in the Suttas is the development of this citta.

One with "great self", state the early Buddhist Suttas, has a mind which is neither at the mercy of outside stimuli nor its own moods, neither scattered nor diffused, but imbued with self-control, and self-contained towards the single goal of nibbana and a 'Self-like' state. This "great self" is not yet an Arahat, because he still does small evil action which leads to karmic fruition, but he has enough virtue that he does not experience this fruition in hell.

An Arahat, states Harvey, has a fully enlightened state of empirical self, one that lacks the "sense of both 'I am' and 'this I am'", which are illusions that the Arahat has transcended. The Buddhist thought and salvation theory emphasizes a development of self towards a Selfless state not only with respect to oneself, but recognizing the lack of relational essence and Self in others, wherein states Martijn van Zomeren, "self is an illusion".

Karma, rebirth and anattā

The Four planes of liberation
(according to the Sutta Piaka)

stage's
"fruit"

abandoned
fetters

rebirth(s)
until suffering's end

stream-enterer

1. identity view (Anatman)
2. doubt in Buddha
3. ascetic or ritual rules

lower
fetters

up to seven rebirths in
human or heavenly realms

once-returner

once more as
a human

non-returner

4. sensual desire
5. ill will

once more in
a heavenly realm
(Pure Abodes)

arahant

6. material-rebirth desire
7. immaterial-rebirth desire
8. conceit
9. restlessness
10. ignorance

higher
fetters

no rebirth

Source: Ñāṇamoli & Bodhi (2001), Middle-Length Discourses, pp. 41-43.

The Buddha emphasized both karma and anattā doctrines. The Buddha criticized the doctrine that posited an unchanging essence as a subject as the basis of rebirth and karmic moral responsibility, which he called "atthikavāda". He also criticized the materialistic doctrine that denied the existence of both soul and rebirth, and thereby denied karmic moral responsibility, which he calls "natthikavāda". Instead, the Buddha asserted that there is no essence, but there is rebirth for which karmic moral responsibility is a must. In the Buddha's framework of karma, right view and right actions are necessary for liberation.

Hinduism, Jainism and Buddhism all assert a belief in rebirth, and emphasize moral responsibility in a way different from pre-Buddhist materialistic schools of Indian philosophies. The materialistic schools of Indian philosophies, such as Charvaka, are called annihilationist schools because they posited that death is the end, there is no afterlife, no soul, no rebirth, no karma, and death is that state where a living being is completely annihilated, dissolved.

Buddha criticized the materialistic annihilationism view that denied rebirth and karma, states Damien Keown. Such beliefs are inappropriate and dangerous, stated Buddha, because they encourage moral irresponsibility and material hedonism. Anattā does not mean there is no afterlife, no rebirth or no fruition of karma, and Buddhism contrasts itself to annihilationist schools. Buddhism also contrasts itself to other Indian religions that champion moral responsibility but posit eternalism with their premise that within each human being there is an essence or eternal soul, and this soul is part of the nature of a living being, existence and metaphysical reality.

Anattā in Theravada Buddhism

Traditional views

Theravada Buddhism scholars, states Oliver Leaman, consider the Anattā doctrine as one of the main theses of Buddhism. The Buddhist denial of a self is what distinguishes Buddhism from major religions of the world such as Christianity and Hinduism, giving it uniqueness, asserts the Theravada tradition. With the doctrine of Anattā, stands or falls the entire Buddhist structure, asserts Nyanatiloka Mahathera.

According to Collins, "insight into the teaching of anattā is held to have two major loci in the intellectual and spiritual education of an individual" as s/he progresses along the Path. The first part of this insight is to avoid sakkayaditthi (Personality Belief), that is converting the "sense of I which is gained from introspection and the fact of physical individuality" into a theoretical belief in a self. "A belief in a (really) existing body" is considered a false belief and a part of the Ten Fetters that must be gradually lost. The second loci is the psychological realization of anattā, or loss of "pride or conceit". This, states Collins, is explained as the conceit of asmimana or "I am"; (...) what this "conceit" refers to is the fact that for the unenlightened man, all experience and action must necessarily appear phenomenologically as happening to or originating from an "I". When a Buddhist gets more enlightened, this happening to or originating in an "I" or sakkdyaditthi is less. The final attainment of enlightenment is the disappearance of this automatic but illusory "I".

The Theravada tradition has long considered the understanding and application of the Anattā doctrine to be a complex teaching, whose "personal, introjected application has always been thought to be possible only for the specialist, the practising monk". The tradition, states Collins, has "insisted fiercely on anattā as a doctrinal position", while in practice it may not play much of a role in the daily religious life of most Buddhists. The Theravada doctrine of Anattā, or not-self not-soul, inspire meditative practices for monks, states Donald Swearer, but for the lay Theravada Buddhists in Southeast Asia, the doctrines of kamma, rebirth and punna (merit) inspire a wide range of ritual practices and ethical behavior.

The Anattā doctrine is key to the concept of Nibbana in the Theravada tradition. The liberated nirvana state, states Collins, is the state of Anattā, a state that is neither universally applicable nor can be explained, but can be realized.

Current disputes

The dispute about "self" and "not-self" doctrines has continued throughout the history of Buddhism. In Thai Buddhism, for example, states Paul Williams, some modern era Buddhist scholars have claimed that "Nirvana is indeed the true self", while other Thai Buddhists disagree. For instance, the Dhammakaya tradition in Thailand teaches that it is erroneous to subsume nirvana under the rubric of anattā (non-self); instead, nirvana is taught to be the "true self" or dhammakaya. The Dhammakaya tradition teaching that nirvana is atta, or true self, was criticized as heretical in Buddhism in 1994 by Ven. Payutto, a well-known scholar monk, who stated that 'Buddha taught Nibbana as being non-self". The abbot of one major temple in the Dhammakaya tradition, Luang Por Sermchai of Wat Luang Por Sodh Dhammakayaram, argues that it tends to be scholars who hold the view of absolute non-self, rather than Buddhist meditation practitioners. He points to the experiences of prominent forest hermit monks such as Luang Pu Sodh and Ajahn Mun to support the notion of a "true self". Similar interpretations on the "true self" were put forth earlier by the 12th Supreme Patriarch of Thailand in 1939. According to Williams, the Supreme Patriarch's interpretation echoes the tathāgatagarbha sutras.

Several notable teachers of the Thai Forest Tradition have also described ideas in contrast to absolute non-self. Ajahn Maha Bua, a well known meditation master, described the citta (mind) as being an indestructible reality that does not fall under anattā. He has stated that not-self is merely a perception that is used to pry one away from infatuation with the concept of a self, and that once this infatuation is gone the idea of not-self must be dropped as well. American monk Thanissaro Bhikkhu of the Thai Forest Tradition describes the Buddha's statements on non-self as a path to awakening rather than a universal truth. Bhikkhu Bodhi authored a rejoinder to Thanissaro, agreeing that anattā is a strategy for awakening but stating that "The reason the teaching of anattā can serve as a strategy of liberation is precisely because it serves to rectify a misconception about the nature of being, hence an ontological error." Thanissaro Bhikkhu states that the Buddha intentionally set aside the question of whether or not there is a self as a useless question, and goes on to call the phrase "there is no self" the "granddaddy of fake Buddhist quotes". He adds that clinging to the idea that there is no self at all would actually prevent enlightenment. Thanissaro Bhikkhu points to the Ananda Sutta (SN 44.10), where the Buddha stays silent when asked whether there is a 'self' or not, as a major cause of the dispute.

Anātman in Mahayana Buddhism

Anātman is one of the main bedrock doctrines of Buddhism, and its discussion is found in the later texts of all Buddhist traditions.

There are many different views of anātman (Chinese: 無我; pinyin: wúwǒ; Japanese: 無我 muga; Korean: 무아 mu-a) within various Mahayana schools.

The early Mahayana Buddhism texts link their discussion of "emptiness" (śūnyatā) to anātman and nirvana. They do so, states Mun-Keat Choong, in three ways: first, in the common sense of a monk's meditative state of emptiness; second, with the main sense of anātman or 'everything in the world is empty of self'; third, with the ultimate sense of Nirvana or realization of emptiness and thus an end to rebirth cycles of suffering. The anātman doctrine is another aspect of śūnyatā, its realization is the nature of the nirvana state and to an end to rebirths.

Nāgārjuna

Nāgārjuna, the founder of Madhyamaka (middle way) school of Mahayana Buddhism, analyzed dharma first as factors of experience. He, states David Kalupahana, analyzed how these experiences relate to "bondage and freedom, action and consequence", and thereafter analyzed the notion of personal self (ātman).

The Buddhist philosopher Nāgārjuna (~200 CE), extensively wrote about rejecting the metaphysical entity called ātman (self, soul), asserting in chapter 18 of his Mūlamadhyamakakārikā that there is no such substantial entity and that "Buddha taught the doctrine of no-self".

Nāgārjuna asserted that the notion of a self is associated with the notion of one's own identity and corollary ideas of pride, selfishness and a sense of psychophysical personality. This is all false, and leads to bondage in his Madhyamaka thought. There can be no pride nor possessiveness, in someone who accepts anātman and denies "self" which is the sense of personal identity of oneself, others or anything, states Nāgārjuna. Further, all obsessions are avoided when a person accepts emptiness (śūnyatā). Nāgārjuna denied there is anything called a self-nature as well as other-nature, emphasizing true knowledge to be comprehending emptiness. Anyone who has not dissociated from their belief in personality in themselves or others, through the concept of self, is in a state of avidya (ignorance) and caught in the cycle of rebirths and redeaths.

Yogācāra

The texts attributed to the 5th-century Buddhist philosopher Vasubandhu of the Yogācāra school similarly discuss anātman as a fundamental premise of the Buddha. The Vasubandhu interpretations of no-self thesis were challenged by the 7th-century Buddhist scholar Candrakīrti, who then offered his own theories on its importance.

Tathāgatagarbha Sutras: Buddha is True Self

Some 1st-millennium CE Buddhist texts suggest concepts that have been controversial because they imply a "self-like" concept. In particular are the tathāgatagarbha sūtras, where the title itself means a garbha (womb, matrix, seed) containing Tathāgata (Buddha). These Sutras suggest, states Paul Williams, that "all sentient beings contain a Tathagata" as their "essence, core or essential inner nature". The tathāgatagarbha doctrine, at its earliest probably appeared about the later part of the 3rd century CE, and is verifiable in Chinese translations of 1st millennium CE. Most scholars consider the tathāgatagarbha doctrine of an "essential nature" in every living being is equivalent to "self", and it contradicts the anātman doctrines in a vast majority of Buddhist texts, leading scholars to posit that the tathāgatagarbha sutras were written to promote Buddhism to non-Buddhists.

The Mahayana Mahaparinirvana Sutra explicitly asserts that the Buddha used the term "self" in order to win over non-Buddhist ascetics. The Ratnagotravibhāga (also known as Uttaratantra), another text composed in the first half of 1st millennium CE and translated into Chinese in 511 CE, points out that the teaching of the tathāgatagarbha doctrine is intended to win sentient beings over to abandoning "self-love" (atma-sneha) – considered to be one of the defects by Buddhism. The 6th-century Chinese tathāgatagarbha translation states that "Buddha has shiwo (true self) which is beyond being and nonbeing". However, the Ratnagotravibhāga asserts that the "self" implied in tathāgatagarbha doctrine is actually "not-self".

According to some scholars, the Buddha-nature discussed in these sutras does not represent a substantial self; rather, it is a positive language and expression of śūnyatā "emptiness" and represents the potentiality to realize Buddhahood through Buddhist practices. Other scholars do in fact detect leanings towards monism in these tathagatagarbha references. Michael Zimmermann sees the notion of an unperishing and eternal self in the Tathagatagarbha Sutra. Zimmermann also avers that "the existence of an eternal, imperishable self, that is, buddhahood, is definitely the basic point of the Tathāgatagarbha Sutra". He further indicates that there is no evident interest found in this sutra in the idea of Emptiness (sunyata). Williams states that the "self" in tathāgatagarbha sutras is actually "non-self", and neither identical nor comparable to the Hindu concepts of brahman and self.

Vajrayāna

Tibetan and Nepalese Buddhist deities Nairatmya and Hevajra in an embrace. Nairatmya is the goddess of emptiness, and of anātman realization.

The anātman doctrine is extensively discussed in and partly inspires the ritual practices of the Vajrayāna tradition. The Tibetan terms such as bdag med refer to "without a self, insubstantial, anātman". These discussions, states Jeffrey Hopkins, assert the "non-existence of a permanent, unitary and independent self", and attribute these ideas to the Buddha.

The ritual practices in Vajrayāna Buddhism employs the concept of deities, to end self-grasping, and to manifest as a purified, enlightened deity as part of the Vajrayāna path to liberation from rebirths. One such deity is goddess Nairatmya (literally, non-soul, non-self). She symbolizes, states Miranda Shaw, that "self is an illusion" and "all beings and phenomenal appearances lack an abiding self or essence" in Vajrayāna Buddhism.

Difference between Buddhism and Hinduism

Atman in Hinduism

The Buddhist concept of anattā or anātman is one of the fundamental differences between mainstream Buddhism and mainstream Hinduism, with the latter asserting that ātman (self, soul) exists.

In Hinduism, Atman refers to the essence of human beings, the observing pure consciousness or witness-consciousness. It is unaffected by ego, distinct from the individual being (jivanatman) embedded in material reality, and characterized by Ahamkara ('I-making'), mind (citta, manas), and all the defiling kleshas (impurities). Embodied personality changes over time, while Atman doesn't.

According to Jayatilleke, the Upanishadic inquiry fails to find an empirical correlate of the assumed Atman, but nevertheless assumes its existence, and Advaitins "reify consciousness as an eternal self." In contrast, the Buddhist inquiry "is satisfied with the empirical investigation which shows that no such Atman exists because there is no evidence" states Jayatilleke. According to Harvey, in Buddhism the negation of temporal existents is applied even more rigorous than in the Upanishads:

While the Upanishads recognized many things as being not-Self, they felt that a real, true Self could be found. They held that when it was found, and known to be identical to Brahman, the basis of everything, this would bring liberation. In the Buddhist Suttas, though, literally everything is seen is non-Self, even Nirvana. When this is known, then liberation – Nirvana – is attained by total non-attachment. Thus both the Upanishads and the Buddhist Suttas see many things as not-Self, but the Suttas apply it, indeed non-Self, to everything.

Both Buddhism and Hinduism distinguish ego-related "I am, this is mine", from their respective abstract doctrines of "Anattā" and "Atman". This, states Peter Harvey, may have been an influence of Buddhism on Hinduism.

Anatman and Niratman

The term niratman appears in the Maitrayaniya Upanishad of Hinduism, such as in verses 6.20, 6.21 and 7.4. Niratman literally means "selfless". The niratman concept has been interpreted to be analogous to anatman of Buddhism. The ontological teachings, however, are different. In the Upanishad, states Thomas Wood, numerous positive and negative descriptions of various states – such as niratman and sarvasyatman (the self of all) – are used in Maitrayaniya Upanishad to explain the nondual concept of the "highest Self". According to Ramatirtha, states Paul Deussen, the niratman state discussion is referring to stopping the recognition of oneself as an individual soul, and reaching the awareness of universal soul or the metaphysical Brahman.

Correspondence in Pyrrhonism

The Greek philosopher Pyrrho traveled to India as part of Alexander the Great's entourage where he was influenced by the Indian gymnosophists, which inspired him to create the philosophy of Pyrrhonism. Philologist Christopher Beckwith has demonstrated that Pyrrho based his philosophy on his translation of the three marks of existence into Greek, and that adiaphora (not logically differentiable, not clearly definable, negating Aristotle's use of "diaphora") reflects Pyrrho's understanding of the Buddhist concept of anattā.

Linguistic discrimination

From Wikipedia, the free encyclopedia

Linguistic discrimination (also called glottophobia, linguicism and languagism) is unfair treatment which is based on use of language and characteristics of speech, including first language, accent, perceived size of vocabulary (whether the speaker uses complex and varied words), modality, and syntax. For example, an Occitan-speaker in France will probably be treated differently from a French-speaker. Based on a difference in use of language, a person may automatically form judgments about another person's wealth, education, social status, character or other traits, which may lead to discrimination.

In the mid-1980s, linguist Tove Skutnabb-Kangas captured the idea of language-based discrimination as linguicism, which was defined as "ideologies and structures which are used to legitimate, effectuate, and reproduce unequal division of power and resources (both material and non-material) between groups which are defined on the basis of language". Although different names have been given to this form of discrimination, they all hold the same definition. It is also important to note that linguistic discrimination is culturally and socially determined due to preference for one use of language over others.

Scholars have analyzed the role of linguistic imperialism in linguicism, with some asserting that speakers of dominant languages gravitate towards discrimination against speakers of other, less dominant languages, while disadvantaging themselves linguistically by remaining monolingual. According to scholar Carolyn McKinley, this phenomenon is most present in Africa, where the majority of the population speaks European languages introduced during the colonial era; African states are also noted as instituting European languages as the main medium of instruction, instead of indigenous languages. UNESCO reports have noted that this has historically benefitted only the African upper class, conversely disadvantaging the majority of Africa's population who hold varying level of fluency in the European languages spoken across the continent. Scholars have also noted impact of the linguistic dominance of English on academic discipline; scholar Anna Wierzbicka has described disciplines such as social science and humanities being "locked in a conceptual framework grounded in English" which prevents academia as a whole from reaching a "more universal, culture-independent perspective".

Linguistic prejudice

It can be noted that speakers with certain accents may experience prejudice. For example, some accents hold more prestige than others depending on the cultural context. However, with so many dialects, it can be difficult to determine which is the most preferable. The best answer linguists can give, such as the authors of Do You Speak American?, is that it depends on the location and the speaker. Research has determined however that some sounds in languages may be determined to sound less pleasant naturally.[6] Also, certain accents tend to carry more prestige in some societies over other accents. For example, in the United States speaking General American (a variety associated with the privileged white middle class) is widely preferred in many contexts such as television journalism. Also, in the United Kingdom, the Received Pronunciation is associated with being of higher class and thus more likable. In addition to prestige, research has shown that certain accents may also be associated with less intelligence, and having poorer social skills. An example can be seen in the difference between Southerners and Northerners in the United States, where people from the North are typically perceived as being less likable in character, and Southerners are perceived as being less intelligent. As sociolinguist, Lippi-Green, argues, "It has been widely observed that when histories are written, they focus on the dominant class... Generally studies of the development of language over time are very narrowly focused on the smallest portion of speakers: those with power and resources to control the distribution of information."

Language and social group saliency

Linguistic discrimination is sometimes linked with belonging to a social group, as in patriotism and nationalism. This poster is propaganda from World War I.

It is natural for human beings to want to identify with others. One way we do this is by categorizing individuals into specific social groups. While some groups may be readily noticeable (such as those defined by ethnicity or gender), other groups are less salient. Linguist Carmen Fought explains how an individual's use of language may allow another person to categorize them into a specific social group that may otherwise be less apparent. For example, in the United States it is common to perceive Southerners as less intelligent. Belonging to a social group such as the South may be less salient than membership to other groups that are defined by ethnicity or gender. Language provides a bridge for prejudice to occur for these less salient social groups.

Linguistic discrimination and colonization

History of linguistic imperialism

The impacts of colonization on linguistic traditions vary based on the form of colonization experienced: trader, settler or exploitation. Congolese-American linguist Salikoko Mufwene describes trader colonization as one of the earliest forms of European colonization. In regions such as the western coast of Africa as well as the Americas, trade relations between European colonizers and indigenous peoples led to the development of pidgin languages. Some of these languages, such as Delaware Pidgin and Mobilian Jargon, were based on Native American languages, while others, such as Nigerian Pidgin and Cameroonian Pidgin, were based on European ones. As trader colonization proceeded mainly via these hybrid languages, rather than the languages of the colonizers, scholars like Mufwene contend that it posed little threat to indigenous languages.

A photo of students at the Carlisle Indian Industrial School

Trader colonization was often followed by settler colonization, where European colonizers settled in these colonies to build new homes. Hamel, a Mexican linguist, argues that "segregation" and "integration" were two primary ways through which settler colonists engaged with aboriginal cultures. In countries such as Uruguay, Brazil, Argentina, and those in the Caribbean, segregation and genocide decimated indigenous societies. Widespread death due to war and illness caused many indigenous populations to lose their indigenous languages. In contrast, in countries that pursued policies of "integration", such as Mexico, Guatemala and the Andean states, indigenous cultures were lost as aboriginal tribes mixed with colonists. In these countries, the establishment of new European orders led to the adoption of colonial languages in governance and industry. In addition, European colonists also viewed the dissolution of indigenous societies and traditions as necessary for the development of a unified nation state. This led to efforts to destroy tribal languages and cultures: in Canada and the United States, for example, Native children were sent to boarding schools such as Col. Richard Pratt's Carlisle Indian Industrial School. Today, in countries such as the United States, Canada and Australia, which were once settler colonies, indigenous languages are spoken by only a small minority of the populace.

Portrait of Lord Macaulay

Mufwene also draws a distinction between settler colonies and exploitation colonies. In the latter, the process of colonization was focused on the extraction of raw materials needed in Europe. As a result, Europeans were less invested in their exploitation colonies, and few colonists planned to build homes in these colonies. As a result, indigenous languages were able to survive to a greater extent in these colonies compared to settler colonies. In exploitation colonies, colonial languages were often only taught to a small local elite. During the period of British rule in India, for example, Lord Macaulay highlighted the need for "... a class who may be interpreters between us and the millions who govern... a class of persons, Indian in blood and color, but English in taste, in my opinion, in morals and in intellect" in his now-famous "Macaulay minutes", which were written in support of the English Education Act of 1835. The linguistic differences between the local elite and other locals exacerbated class stratification, and also increased inequality in access to education, industry and civic society in postcolonial states.

Linguistic discrimination and culture

Several postcolonial literary theorists have drawn a link between linguistic discrimination and the oppression of indigenous cultures. Prominent Kenyan author Ngugi wa Thiong'o, for example, argues in his book Decolonizing the Mind that language is both a medium of communication, as well as a carrier of culture. As a result, linguistic discrimination resulting from colonization has facilitated the erasure of pre-colonial histories and identities. For example, African slaves were taught English and forbidden to use their indigenous languages. This severed the slaves' linguistic and thus cultural connection to Africa.

Colonial languages and class

In contrast to settler colonies, in exploitation colonies, education in colonial tongues was only accessible to a small indigenous elite. Both the British Macaulay Doctrine, as well as French and Portuguese systems of assimilation, for example, sought to create an "elite class of colonial auxiliaries" who could serve as intermediaries between the colonial government and local populace. As a result, fluency in colonial languages became a signifier of class in colonized lands.

In postcolonial states, linguistic discrimination continues to reinforce notions of class. In Haiti, for example, working-class Haitians predominantly speak Haitian Creole, while members of the local bourgeoise are able to speak both French and Creole. Members of this local elite frequently conduct business and politics in French, thereby excluding many of the working-class from such activities. In addition, D. L. Sheath, an advocate for the use of indigenous languages in India, also writes that the Indian elite associates nationalism with a unitary identity, and in this context, "uses English as a means of exclusion and an instrument of cultural hegemony”.

Linguistic discrimination in education

Photo of school children in Haiti

Class disparities in postcolonial nations are often reproduced through education. In countries such as Haiti, schools attended by the bourgeoisie are usually of higher quality and use colonial languages as their means of instruction. On the other hand, schools attended by the rest of the population are often taught in Haitian Creole. Scholars such as Hebblethwaite argue that Creole-based education will improve learning, literacy and socioeconomic mobility in a country where 95% of the population are monolingual in Creole. However, resultant disparities in colonial language fluency and educational quality can impede social mobility.

On the other hand, areas such as French Guiana have chosen to teach colonial languages in all schools, often to the exclusion of local indigenous languages. As colonial languages were viewed by many as the "civilized" tongues, being "educated" often meant being able to speak and write in these colonial tongues. Indigenous language education was often seen as an impediment to achieving fluency in these colonial languages, and thus deliberately suppressed.

Photo of a school in Uganda

Certain Commonwealth nations such as Uganda and Kenya have historically had a policy of teaching in indigenous languages and only introducing English in the upper grades. This policy was a legacy of the "dual mandate" as conceived by Lord Lugard, a British colonial administrator in Nigeria. However, by the post-war period, English was increasingly viewed as necessary skill for accessing professional employment and better economic opportunities. As a result, there was increasing support amongst the populace for English-based education, which Kenya's Ministry of Education adopted post-independence, and Uganda following their civil war. Later on, members of the Ominde Commission in Kenya expressed the need for Kiswahili in promoting a national and pan-African identity. Kenya therefore began to offer Kiswahili as a compulsory, non-examinable subject in primary school, but it remained secondary to English as a medium of instruction.

While the mastery of colonial languages may provide better economic opportunities, the Convention against Discrimination in Education and the UN Convention on the Rights of the Child also states that minority children have the right to "use [their] own [languages]". The suppression of indigenous languages within the education system appears to contravene this treaty. In addition, children who speak indigenous languages can also be disadvantaged when educated in foreign languages, and often have high illiteracy rates. For example, when the French arrived to "civilize" Algeria, which included imposing French on local Algerians, the literacy rate in Algeria was over 40%, higher than that in France at the time. However, when the French left in 1962, the literacy rate in Algiers was at best 10-15%.

Linguistic discrimination in governance

As colonial languages are used as the languages of governance and commerce in many colonial and postcolonial states, locals who only speak indigenous languages can be disenfranchised. For example, when representative institutions were introduced to the Algoma region in what is now modern-day Canada, the local returning officer only accepted the votes of individuals who were enfranchised, which required indigenous peoples to "read and write fluently... [their] own and another language, either English or French". This caused political parties to increasingly identify with settler perspectives rather than indigenous ones.

Even today, many postcolonial states continue to use colonial languages in their public institutions, even though these languages are not spoken by the majority of their residents. For example, the South African justice system still relies primarily on English and Afrikaans as its primary languages, even though most South Africans, particularly Black South Africans, speak indigenous languages. In these situations, the use of colonial languages can present barriers to participation in public institutions.

Examples

Linguistic discrimination is often defined in terms of prejudice of language. It is important to note that although there is a relationship between prejudice and discrimination, they are not always directly related. Prejudice can be defined as negative attitudes towards a person based on their membership of a social group, whereas discrimination can be seen as the acts towards them. The difference between the two should be recognized because prejudice may be held against someone, but it may not be acted on. The following are examples of linguistic prejudice which may result in discrimination.

Linguistic prejudice and minority groups

While, theoretically, any speaker may be the victim of linguicism regardless of social and ethnic status, oppressed and marginalized social minorities are often the most consistent targets, due to the fact that the speech varieties that come to be associated with such groups have a tendency to be stigmatized.

In Canada

Francophones in Canada

The Canadian federation and provinces have historically discriminated against their French-speaking population, treating them as second-class citizens in some time periods, in favor of the powerful English-speaking population. This discrimination has resulted in or contributed to many developments in Canadian history, including the Quebec sovereignty movement, Quebecois nationalism, the Lower Canada Rebellion, the Red River Rebellion, a proposed Acadia province, extreme poverty and low socio-economic status of the French Canadian population, low francophone graduation rates as a result of the outlawing of francophone schools across Canada, differences in average earnings between francophones and anglophones in the same positions, lowered chances of being hired or promoted for francophones, and many other things.

Anglophones in Quebec

The Charter of the French Language, first established in 1977 and amended several times since, has been accused of being discriminatory by English-speakers.[citation needed] The law makes French the official language of Quebec and mandates its use (with exceptions) in government offices and communiques, schools, and in commercial public relations. The law is a way of preventing linguistic discrimination against the majority francophone population of Quebec who were for a very long time controlled by the English minority of the province. The law also seeks to protect French against the growing social and economic dominance of English. Though the English-speaking population had been shrinking since the 1960s, it was hastened by the law, and the 2006 census showed a net loss of 180,000 native English-speakers. Despite this, speaking English at work continues to be strongly correlated with higher earnings, with French-only speakers earning significantly less. The law is credited with successfully raising the status of French in a predominantly English-speaking economy, and it has been influential in countries facing similar circumstances. However, amendments have made it less powerful and thus less effective than it was in the past.

In Europe

Linguistic disenfranchisement rate

The linguistic disenfranchisement rate in the EU can significantly vary across countries. For residents in two EU-countries that are either native speakers of English or proficient in English as a foreign language the disenfranchisement rate is equal to zero. In his study "Multilingual communication for whom? Language policy and fairness in the European Union" Michele Gazzola comes to the conclusion that the current multilingual policy of the EU is not in the absolute the most effective way to inform Europeans about the EU; in certain countries, additional languages may be useful to minimize linguistic exclusion.

In the 24 countries examined, an English-only language policy would exclude 51% to 90% of adult residents. A language regime based on English, French and German would disenfranchise 30% to 56% of residents, whereas a regime based on six languages would bring the shares of excluded population down to 9–22%. After Brexit, the rates of linguistic exclusion associated with a monolingual policy and with a trilingual and a hexalingual regime are likely to increase.

Linguistic discrimination towards languages in the Celtic nations

  • During the period of British rule in Ireland, the Irish language was not taught in schools and held no official status until the establishment of the Republic of Ireland in 1921.
  • In Wales, English was seen as the language of progress and the speaking of Welsh was discouraged in schools, and the Welsh Not was used in some places to help with this during the 18th and 19th centuries.
  • Scottish Gaelic had no official status until 2005; it was not taught in the educational system due to being "one of the chief, principal causes of barbarity and incivility" in the words of one statute.
  • Scots was in 1946 not considered "a suitable medium of education or culture".

Other examples

"I will not speak Basque" punishment in the exercise book of a schoolchild during Franco's dictatorial regime

In the United States

Perpetuation of discriminatory practices through terminology

Here and elsewhere the terms 'standard' and 'non-standard' make analysis of linguicism difficult. These terms are used widely by linguists and non-linguists when discussing varieties of American English that engender strong opinions, a false dichotomy which is rarely challenged or questioned. This has been interpreted by linguists Nicolas Coupland, Rosina Lippi-Green, and Robin Queen (among others) as a discipline-internal lack of consistency which undermines progress; if linguists themselves cannot move beyond the ideological underpinnings of 'right' and 'wrong' in language, there is little hope of advancing a more nuanced understanding in the general population.

Black Americans

Because some black Americans speak a particular non-standard variety of English which is often seen as substandard, they are often targets of linguicism. AAVE is often perceived by members of mainstream American society as indicative of low intelligence or limited education, and as with many other non-standard dialects and especially creoles, it is usually called "lazy" or "bad" English.

The linguist John McWhorter has described this particular form of linguicism as particularly problematic in the United States, where non-standard linguistic structures are often deemed "incorrect" by teachers and potential employers in contrast to other countries such as Morocco, Finland and Italy where diglossia (the ability to switch between two or more dialects or languages) is an accepted norm, and non-standard usage in conversation is seen as a mark of regional origin, not of intellectual capacity or achievement.

In the 1977 Ann Arbor court case, AAVE was compared against standard English to determine how much of an education barrier existed for children that had been primarily raised with AAVE. The assigned linguists determined that the differences, stemming from a history of racial segregation, were significant enough for the children to receive supplementary teaching to better understand standard English.

For example, a black who uses a typical AAVE sentence such as "He be comin' in every day and sayin' he ain't done nothing" may be judged as having a deficient command of grammar, whereas, in fact, such a sentence is constructed based on a complex grammar which is different from that of standard English, not a degenerate form of it. A listener may misjudge the user of such a sentence to be unintellectual or uneducated. The speaker may be intellectually capable, educated, and proficient in standard English, but chose to say the sentence in AAVE for social and sociolinguistic reasons such as the intended audience of the sentence, a phenomenon known as code switching.

Hispanic Americans and linguicism

Another form of linguicism is evidenced by the following: in some parts of the United States, a person who has a strong Spanish accent and uses only simple English words may be thought of as poor, poorly educated, and possibly an undocumented immigrant. However, if the same person has a diluted accent or no noticeable accent at all and can use a myriad of words in complex sentences, they are likely to be perceived as more successful, better educated, and a "legitimate citizen".

American Sign Language users

Users of American Sign Language (ASL) have faced linguistic discrimination based on the perception of the legitimacy of signed languages compared to spoken languages. This attitude was explicitly expressed in the Milan Conference of 1880 which set precedence for public opinion of manual forms of communication, including ASL, creating lasting consequences for members of the Deaf community. The conference almost unanimously (save a handful of allies such as Thomas Hopkins Gallaudet), reaffirmed the use of oralism, instruction conducted exclusively in spoken language, as the preferred education method for Deaf individuals. These ideas were outlined in eight resolutions which ultimately resulted in the removal of Deaf individuals from their own educational institutions, leaving generations of Deaf persons to be educated single-handedly by hearing individuals.

Due to misconceptions about ASL, it was not recognized as its own, fully functioning language until recently. In the 1960s, linguist William Stokoe proved ASL to be its own language based on its unique structure and grammar, separate from that of English. Before this, ASL was thought to be merely a collection of gestures used to represent English. Because of its use of visual space, it was mistakenly believed that its users are of a lesser mental capacity. The misconception that ASL users are incapable of complex thought was prevalent, although this has decreased as further studies about its recognition of a language have taken place. For example, ASL users faced overwhelming discrimination for the supposedly "lesser" language that they use and were met with condescension especially when using their language in public. Another way discrimination against ASL is evident is how, despite research conducted by linguists like Stokoe or Clayton Valli and Cecil Lucas of Gallaudet University, ASL is not always recognized as a language. Its recognition is crucial both for those learning ASL as an additional language, and for prelingually-deaf children who learn ASL as their first language. Linguist Sherman Wilcox concludes that given that it has a body of literature and international scope, to single ASL out as unsuitable for a foreign language curriculum is inaccurate. Russel S. Rosen also writes about government and academic resistance to acknowledging ASL as a foreign language at the high school or college level, which Rosen believes often resulted from a lack of understanding about the language. Rosen and Wilcox's conclusions both point to discrimination ASL users face regarding its status as a language, that although decreasing over time is still present.

In the medical community, there is immense bias against deafness and ASL. This stems from the belief that spoken languages are superior to sign languages. Because 90% of deaf babies are born to hearing parents, who are usually unaware of the existence of the Deaf Community, they often turn to the medical community for guidance. Medical and audiological professionals, who are typically biased against sign languages, encourage parents to get a cochlear implant for their deaf child in order for the child to use spoken language. Research shows, however, that deaf kids without cochlear implants acquire ASL with much greater ease than deaf kids with cochlear implants acquire spoken English. In addition, medical professionals discourage parents from teaching ASL to their deaf kid to avoid compromising their English although research shows that learning ASL does not interfere with a child's ability to learn English. In fact, the early acquisition of ASL proves to be useful to the child in learning English later on. When making a decision about cochlear implantation, parents are not properly educated about the benefits of ASL or the Deaf Community. This is seen by many members of the Deaf Community as cultural and linguistic genocide.

In Africa

  • Anglophone Cameroonians: the central Cameroonian government has pushed francophonization in the English-speaking regions of the country despite constitutional stipulations on bilingualism. Measures include appointing French-speaking teachers and judges (in regions with Common Law) despite local desires.
  • South Africa: Carolyn McKinley is highly critical of the language policy in the South African educational system, which she describes as 'anglonormatif', because the increasing anglicisation becomes 'normative' in the education system. The universities of Pretoria, Free State and Unisa want to anglicise completely.

In the Middle East

  • At the turn of the eighth century, the Umayyad caliph Abd al-Malik ibn Marwan decreed that Arabic would replace Medieval Greek and the Coptic language as the administrative language of the empire. Coptic gradually declined within a few hundred years and suffered violent persecutions, especially under the Mamluke Sultanate of Cairo, leading to its virtual extinction by the 17th century.
  • The Kurdish languages are under pressure in many countries where they are spoken. Publishing materials in Kurdish in Syria is forbidden, though this prohibition is not enforced any more due to the Syrian civil war. Until 2002, Turkey placed severe restrictions on the use of Kurdish, including a ban on its use in education and broadcast media. Many mayors were tried for issuing public documents in Kurdish language. The Kurdish alphabet is not recognized in Turkey, and prior to 2013 the use of Kurdish names containing the letters Q, W, and X, which do not exist in the Turkish alphabet, was not allowed. Turkey began to allow private television channels to broadcast in Kurdish on a limited basis in 2006, with most restrictions lifted by 2009. The state-run Turkish Radio and Television Corporation (TRT) started its 24-hour Kurdish television station in 2009, with full use of the letters Q, W, and X. In 2010, Kurdish municipalities in the southeast began printing marriage certificates, water bills, construction and road signs, as well as emergency, social and cultural notices in Kurdish alongside Turkish. Also, Imams began to deliver Friday sermons in Kurdish and Esnaf price tags in Kurdish. In 2012, Kurdish-language lessons became an elective subject in public schools. Previously, Kurdish education had only been possible in private institutions.

In Asia

  • Suppression of Korean during Japanese rule in Korea, 1910 to 1945.
  • Anti-Chinese legislation in Indonesia
  • The brutality and linguicism against Tamils in Sri Lanka which took thousands of Tamil lives because of their language. This was rooted from "The Sinhala Only Act", formerly the Official Language Act No. 33 of 1956, that was passed in the Parliament of Ceylon in 1956. Black July was the peak of the violence against Tamils in 1983.
  • China: In the 2000s the Chinese government began promoting the use of Mandarin Chinese in areas where Cantonese is spoken. In 2010 this gave rise to the Guangzhou Television Cantonese controversy. This has also been a point of contention with Hong Kong, which is located in the general area where Cantonese is spoken. Cantonese has become a means of asserting Hong Kong's political identity as separate from mainland China.
  • After the Kuomintang retreated to Taiwan following the Chinese Civil War, the Nationalist government promoted Mandarin and banned the public use of Taiwanese and other native languages as part of a deliberate political repression, especially in schools and broadcast media. In 1964 use of Taiwanese in schools or official settings was forbidden, and transgression in schools punished with beatings, fines and humiliation. This discrimination started to decrease and ended when martial law ended in 1987.
  • Bengali language movement occurred in a move to recognise Bengali as an official language in the then-Dominion of Pakistan of 1947.
  • Kannada supremacism widely known as "activism" is common in Karnataka and enjoys political support. It forces all residents including those from outside Karnataka to speak Kannada.
  • Marathi superamacy in Maharashtra (mainly Mumbai) perpuated by ultranationalist regional nativist parties like Shiv Sena and MNS which labelled immigrants as 'job stealers' and 'outsiders', with South Indian Kannadigas and Tuluvas becoming the target of Bal Thackeray's racist slurs and attack by Marathi goons who prided on their 'Marathi Manoos'  status. Subsequently Bihari, Gujarati and other North Indian communities were targeted and attacked resulting in an exodus in 2008. Till date, there have been sporadic attacks and discrimination towards non-Marathi communities in Mumbai.
  • Imposition of Hindi by the Indian Government on non-Hindi speaking states, especially that of South India has led to anti Hindi agitations in states like Karnataka and Tamil Nadu. The prioritization of Hindi in non-Hindi speaking states has led to discrimination towards people who do not know Hindi.

Texts

Linguicism applies to written, spoken, or signed languages. The quality of a book or article may be judged by the language in which it is written. In the scientific community, for example, those who evaluated a text in two language versions, English and the national Scandinavian language, rated the English-language version as being of higher scientific content.

The Internet operates a great deal using written language. Readers of a web page, Usenet group, forum post, or chat session may be more inclined to take the author seriously if the language is written in accordance with the standard language.

Music

A catalog of contemporary episodes of linguistic bigotry reported in the media has been assembled by critical applied linguist Steven Talmy, and can be found here.

Prejudice

In contrast to the previous examples of linguistic prejudice, linguistic discrimination involves the actual treatment of individuals based on use of language. Examples may be clearly seen in the workplace, in marketing, and in education systems. For example, some workplaces enforce an English-only policy, which is part of an American political movement that pushes for English to be accepted as the official language. In the United States, the federal law, Titles VI and VII of the Civil Rights Act of 1964 protects non-native speakers from discrimination in the workplace based on their national origin or use of dialect. There are state laws which also address the protection of non-native speakers, such as the California Fair Employment and Housing Act. However, industries often argue in retrospect that clear, understandable English is often needed in specific work settings in the U.S.

Equality (mathematics)

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