Partial (in)comprehension

Towards the Dynamic Art of Partial Comprehension (Part #5)

Partial language acquisition: The argument can be reframed more specifically in relation to the learning and use of languages. Typically the focus is on learning a language "completely", thereby severely restricting the number it is possible for the average person to learn -- especially since most make no claim to be fully competent in their mother tongue. In practice many with a need to communicate for a variety of specific purposes have only a (modest) degree of knowledge of a number of languages. They may use these without the ambition of avoiding errors -- provided an adequate level of communication is ensured. The need for competence may vary significantly between reading, writing and comprehension -- as in the case of "comprehension" of TV programmes and movies, with the possibility of a degree of audience satisfaction using competence at far less than 50%.

There is then an art to partial comprehension, especially where the need for greater competence is questionable -- even if there is that (theoretical) possibility. Arguably greater satisfaction can be derived from comprehending a greater variety of languages to more modest levels than through comprehending a single language to a high level of competence. For some this would offer the potential of greater competence and thrival ability in a multi-lingual society.

This example may be extended to other "languages", of which computer languages offer a useful illustration. This can be shown in the case of two Adobe applications (Photoshop and Illustrator), widely used in image production and manipulation, most notably for the web. As occasional creator of images using those applications, it is quite clear (to this writer) that only a small fraction of the features may be effectively used or even comprehended -- and that there is little need or motivation to acquire greater expertise, given other priorities.

This suggests that much greater attention should be given to the art of combining (very) partial skills, especially where that art may benefit considerably from being able to compensate for (relative) incompetence in one language by substitution of features from another -- perhaps increasing the challenge for the other party in a communication process. This interplay is evident in multilingual societies where a degree of partial appreciation of languages (very) poorly understood may be fruitful to social processes.

Substandard habitat construction: The art of partial comprehension may be even more evident in the construction of habitats, especially in resource-challenged environments. Whereas total comprehension of the most appropriate possibilities of building design may be evident to an expert, such insight may be of limited use where the resources are lacking. The most obvious example is the design and construction of a shack in a refugee camp or slum area, as contrasted with what might be advocated or required under other circumstances. Many are obliged to make use of that to which they have direct access in practice -- making do with what they have -- rather than seeking to emulate what might be otherwise advised. This is especially the case for those obliged to construct their habitats themselves.

The notion of "habitat" can of course be extended to a cognitive analogue -- to the cultural framework or worldview within which people live and which reflects their identity. This could be related to the argument of Magoroh Maruyama who distinguishes between "polyocular vision" and "subunderstanding" (Polyocular Vision or Subunderstanding, Organization Studies, 25, 2004, 3, pp. 467-480). It uses highlights the question of the requisite variety of "modes of knowing" for a well-rounded approach to life.

The organizational framework for the governance of society can be similarly understood as a form of "habitat" -- similarly constrained by the resources for its design and construction. Understandings of "democracy" merit reflection in such terms -- beyond the assertion of Winston Churchill that: It has been said that democracy is the worst form of government except all the others that have been tried. Prudence is indicated when this assertion is made in societies which make no attempt to "try" alternative possibilities, to reflect on their possibility, or which actively intervene to disrupt such experiments, as in the case of the direct US involvement in the Chilean coup d'état (1973). This mindset effectively precludes the emergence of alternatives to democracy in which the future will presumably rejoice -- if innovation in governance is to be expected in the centuries to come. This raises the question as to whether the process of constitutional amendments will be seen as are mere tinkering from a future perspective (Sanford Levinson, Responding to Imperfection: the theory and practice of constitutional amendment, 1995).

Unfortunately the uncritical enthusiasm with which initiatives are undertaken to spread democracy around the world -- as an absolute good -- fail to take account of their relevance to societies obliged to make do with what they have. These merit comparison with efforts to ensure that severely resource-constrained societies restrict their building design and construction to the standards and materials of those of the most developed societies -- those priding themselves on the most complete comprehension of appropriate design. The consequences of the application of this logic are only too evident in the disastrous aftermath of the delivery of "democracy" to Iraq, and in the process of its delivery to Afghanistan. This logic takes little account of criticism of democratic processes in the societies in which they are most fully implemented -- most notably signalled by accusations of corruption, electoral fraud and influence peddling.