Category Archives: Great Code

The Phases and Modes of Language

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Frye may not have, as Trevor Losh‑Johnson reports someone as saying, an “etiological theory of linguistics,” if that means a theory of the origin or causes of language, but he does have a theory of language––in fact, several theories.  He begins his talk “The Expanding World of Metaphor” by saying:

Let us start with literature, and with the fact that literature is an art of words.  That means, in the first place, a difference of emphasis between the art and the words.  If we choose the emphasis on words, we soon begin to relate the verbal structures we call literary to other verbal structures.  We find that there are no clearly marked boundaries, only centres of interest.  There are many writers, ranging from Plato to Sartre, whom it is difficult, or more accurately unnecessary, to classify as literary or philosophical.  Gradually more and more boundaries dissolve, including the boundary between creators and critics, as every criticism is also a recreation.  Sooner or later, in pursuing this direction of study, literary criticism, philosophy, and most of the social sciences come to converge on the study of language itself.  The characteristics of language are clearly the essential clue to the nature of everything built out of language.(“The Secular Scripture” and Other Writings on Critical Theory 1976–1991, CW 18, 342–3)

The “characteristics of language” are naturally a part of Frye’s theory of language, the two chief forms of which in his late work are in the first chapters of The Great Code (phases of language) and Words with Power (modes of language).  The first chapter of The Great Code, in typical Frye fashion, is elaborately schematic.  It begins with Vico’s notion of the three ages of humanity, and then moves through more than a dozen different categories to classify the tripartite phases that language has, more or less historically, passed through: the poetic, the heroic, and the vulgar; the hieroglyphic, the hieratic, and the demotic; the mythical, the allegorical, and the descriptive; the metaphorical, the metonymic, and the similic, and so on.  Frye glances at the historical locus of each of these phases, the way each formulates subject‑object relations, the meaning of such words as “God” and “Logos” in each, and the typical form that prose takes in each phase.  All of this anatomizing, devoid of Frye’s examples and illustrations, can be summarized in this chart:

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Making Us Think: Paradox and the Teacher

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As Bob’s most recent posting suggests, Frye’s use of paradox is often Socratic in spirit, dialectical. I am reminded of one of my favorite passages in Frye concerning his teaching method, which appears in the introduction to The Great Code:

The teacher, as has been recognized at least since Plato’s Meno [80d-86c], is not primarily someone who knows instructing someone who does not know. He is rather someone who attempts to re-create the subject in the student’s mind, and his strategy in doing this is first of all to get the student to recognize what he already potentially knows, which includes breaking up the powers of repression in his mind that keep him from knowing what he knows. That is why it is the teacher, rather than the student, who asks most of the questions. The teaching element in my own books has caused some resentment among my readers, a resentment often motivated by loyalty to different teachers. This is connected with a feeling of deliberate elusiveness on my part, prompted mainly by the fact that I am not dispensing with the quality of irony that all teachers from Socrates on have found essential. Not all elusiveness, however, is merely that. Even the parables of Jesus were ainoi, fables with a riddling quality. In other areas, such as Zen Buddhism, the teacher is often a man who shows his qualifications to teach by refusing to answer questions, or by brushing them off with a paradox. To answer a question . . . is to consolidate the mental level on which the question is raised. Unless something is kept in reserve, suggesting the possibility of better and further questions, the student’s mental advance is blocked. (Great Code, CW, 9)

I notice, incidentally, that one of the Notebook entries Bob has included makes reference to the dialectic of the two revelations, the human and the biblical, “the essence of the book” Frye is writing, that is, Words with Power: “the dialectic of Word and Spirit: the particular revelation in the Bible expanded and supplemented by the universal revelation of literature.”