Linguistics
The scientific study of language reveals unique human capacities—infinite creativity, abstract reference, universal grammar—that point to the Logos.
Universal Grammar
Chomsky's research suggests an innate language faculty. Children acquire language too quickly and uniformly for pure learning—they must have innate linguistic structure.
The 'poverty of the stimulus' argument shows that children's linguistic input is insufficient to explain their linguistic output. They must bring something to the task—an innate universal grammar.
- Poverty of Stimulus: Children learn language from impoverished input—suggesting innate structure. They hear fragments and errors but produce grammatical sentences.
- Language Universals: All languages share deep structural features—pointing to common design. Despite surface diversity, languages are variations on a theme.
- Critical Period: Language acquisition has a biological window—it's part of our nature. After puberty, language learning becomes much harder.
- Creolization: When children are exposed to pidgins (simplified contact languages), they spontaneously create full languages (creoles). Grammar is innate.
Language and the Logos
Language points toward our creation in God's image. We are linguistic beings because we're made by a God who speaks.
'In the beginning was the Word (Logos), and the Word was with God, and the Word was God.' The Logos is the rational principle that orders reality—and we participate in it through language.
- Logos: We are linguistic beings because we're made by a God who speaks—'In the beginning was the Word.' Language reflects divine rationality.
- Meaning and Truth: Language presupposes that meaning and truth are real—not mere neural activity. We can speak truly about reality.
- Communication: We are made for relationship—language enables communion with God and others. Prayer is linguistic; revelation is verbal.
- Naming: Adam named the animals—exercising dominion through language. Naming is a divine prerogative shared with humans.