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AutoDidactics
Valery Kourinsky
Theme 25 : Studying of Chinese characters in autodidactics
I
Common information on the integrative method
The essence of any genuine studying is autodidactics or mastering the methods of selfstudying in an integrative form, i.e. on the level of diachronic and synchronic connection as well as of the correlation between sciences and other cultural phenomena. We obtain a subtle and sensitive instrument to arrange deep inner "necessity" (obligation), compulsion for acquiring knowledge. The latter creates psycho-physiological basis of memory, which is not the function of one concrete
organ, but by its spread nature is a free integrator, bringing to life concentric and systematic approach to assimilate the culture transmitted. The focus of this approach lies in instrumental knowledge (it is enough to recall the famous threevium and quadrivium to see that the idea of giving priorities to this kind of knowledge is not new).The major focus is made in foreign languages, united in our systematic approach, like many other subjects, not according to structural patterns, but from the viewpoint of culturological correlation (which in the final analysis makes it possible to purposefully arrange or induce the actualized interest).
Taking into account, that "movement is a morphologic organ of a human being" (B. Spinosa), it is not inconceivable to admit that all types of memory are "motoric." In any case, being oriented toward a psychological pose, correlated with a certain movement (correct or incorrect is not important here due to the reasons mentioned below, we gain a great didactic winning: at first, the entire complexity
and boredom of traditional remembering is reduced at maximum to quite easily analyzed tangible
(physical) and non-tangible (images, feelings, thoughts, etc.) movements; nervous and psychic tension is alleviated; speed and quality of assimilation are obtained; at second, thanks to growing analytism it is possible to promote selfstudying abilities.However, it is necessary to profoundly explain the focal notion - the actualized interest; here we mean the actualized emotion of interest, its acute duration or a point manifestation, synchronically corresponding to (of course, correlated with) an action. One should by keep in mind that this instant instrument cannot function without universal interest, which must to undergo certain psychological
manipulations to turn into the focused and actualized one we want to obtain. It is the latter, which being an optimum of concentrated attention and perception, produces biochemical and, maybe all the rest (not absolutely clear yet) conditions for memorizing.Nevertheless, the dialectics of this phenomenon makes it most pressing to enclose into memorizing
information noise and interferences, producing sufficient resistance of psychological material that is present in inner Self as a continuum of emotional experiences (in our case adequately guided).
Respectively takes places quasiperipherisation of studying, imaginary shift of the major into sidelines ("cross out what is in the middle, leave what is on the margins' - O. Mandelshtam), decentralization of the manifested, which is consequently too material and technical to remain major and spiritual.The dialectical basis of the systematic approach to selfstudying lies in the oral method, developing the technique originated by Berlitz' and A. Palmer's schools. Mnemonic techniques modify on the whole the existing associative methods (by the Jone F. Loser in particular). Compulsion should be also noted (as one of major actions in re-evaluation of traditional pedagogy) to transfer the primary requirements, in common sense of this word, into secondary ones.
Thus, for example, assimilation (that can be regarded mythological even beyond rhetorical frames) yields to the requirement of compulsory perception with the actualized interest, correlated, with
optimum concentration of attention (rather determined by the interest).From this follows the rule of non-assimilation of the previous material but concentrated perception with actualized interest as the circumstance to pass over to the following structural unit of any subject. Syncretic or at best non-analytic reception of a studied text is in our opinion the main cause of non-assimilation. The culturological skill of considering any phenomenon as a magic polyhedron with ever growing number of sides, must be an autodidact's major intention in the systematic approach, enabling him in the final analysis, to actualize his interest ad infinitum.
Very important from practical viewpoint is resistance to habituation, i.e. to getting used to the material, to regarding it as no longer fresh or adapted. As practice proves the most reliable techniques here are:
1) multi-subject method (studying the entire culturogical group of subjects);
2) method of shifting to analogous study text in another presentation (under the condition of having several, at lest three, textbooks;
3) method of discrete usage of handbooks, reference books and dictionaries, one has grown accustomed to (putting them aside "to have a rest" and getting back only after awakening of newly-born interest).
The motivation becomes clear if one remembers that "adaptation is slackening of behavioral reactions under repeated stimulus" (A. Candel) - while a tense behavioral reaction is the aim in our studies.It goes without saying that to deny adaptation as the first stage in the process of studying (especially as far as children are concerned) would be a mistake. The secret lies in the awareness of dichotomic in studying: on the one hand we have to get a macro-habit (to master the subject) which consists of interrelated dynamic stereotypes, but on the other hand - to safeguard at maximum non- adaptation to it, because only in that case it is really possible to deeply perceive the material. In the other words it is necessary to practice dialectics of "forgetting - remembering."
The mentioned above regulative role of clearly cut guidelines (psychological poses) is compulsory for step-by-step perfection of analytical apparatus. In total they represented full-scale algorithm. We give a few examples to illustrate the initial stage:
1) total dialectics (a word combination is the motto, oriented to going through and everywhere search for the unity of opposites, i.e. to not forgetting about dialectics as the autodidact's working tool);
2) thought-feeling, feeling-thought (leitwords, reminding of indissoluble notions: "feeling" and "thought" to be used in daily speech and scientific language;
3) the definition of interest as a self-appearing stream of associations (the guideline concept used as a criterion);
4) "try to replace mental work with physical at maximum possible" (a half ironical guideline command to get avoid of pseudothinking, deconcentration of attention, formal thinking, etc.).
5) "put strategic supergoals high and tactical ones low" (the rule orienting to goal setting in studying);
6) "that one does well who looks up into the dictionary (a reference book) 1000 times a day " (a practical guideline to intensify selfstudying);
7) "real education may be only endless" (the general leitmotiv for one's behavior, stimulating continual embroadening and deepening of knowledge).
The number of such guideline mottoed in our systematic approach rises up to several hundreds. As practice proves, the precise interpretation of them enables the autodidact to get over the both internal and external difficulties. Using the universal know-how, the autodidact is able to learn any subject (Chinese characters and Chinese language in general included) much quicker, better, deeper and what is the most important, without usual nervous and psychic stress often resulting in distorted
concept of the subject, indifference to it or even idiosyncrasy.
II
Preparatory Work
(propaedeutics into studying hieroglyphics)
Even at the initial stage of mastering the fundamentals of autodidactics (meditation on the essence of integrative method, the abstract of which is given above, on the technique of selfstudying and on the comparativism in autodidactics) a mindful studiosus finds a lot of useful things while approaching active mastering of hieroglyphics.At first, he drives to the conclusion, that by putting trust into locomotorics and movement, he releases a great amount of energy, wasted before mainly on pseudothinking in a pose of a man, being drawn a prisoner of formalism, hypocrisy, self-deception and as a result, chronic non-assimilation of material; at second, he changes his orientation to autodidactic perspectives as to the liquidation of difficulties (as their number is always growing). He makes his success dependent on
the guidelines for healthy ambitiousness as the opposite to vanity ("love your better Self, not your any Self," the latter is typical of vain people), trying to replace self-assertion with the assertion of the high idea to join his Self to the collective eidos of the world culture.The starting te-orientation of his personality may be considered successful of he has managed to come to the deep inner conviction that the increase of intellectual potentiality is well-proportioned to the increase of honesty and that the usage of the orienting guideline "dialectics is total!" helps to distract from notorious memorizing and turn daily life into continuum of thrilling attempts to find thought everywhere (he recalls the wonderful line by romantic Eichendorff "A song is sleeping
in every thing").His analytic abilities develop into ever perfect instrument of keeping up the actualized interest without which it would be impossible to competently arrange memorizing. Phenomena assume ever growing number of sides and a beginner in selfstudying has obtains a premonition of their infinity, their dialectic interconnection and semantic values, of whose psychological weight he has been ignorant
before.Besides, he masters the mechanical part of the system, primarily our development of F. Loser's associative list as applicable to studying vocabulary (F. Loser "Gedachtnistraining"), the essence of which lies in the following . The traditional matrix list of 100 word-images (or the so-called zero laying) should be preliminary assimilated, then a learner masters trivial methods of associating, using
daily material, and then starts getting acquainted with several vocabularies of different foreign languages or notation from another culturological group of subjects.The scheme of this work with foreign languages is as follows:
- well-assimilated matrix is associated with the words, translated into the native language and written in a separate list;
- a few hours later (no longer then 9) the assimilation of associations is checked and optimized;
- thus the works is started over the foreign vocabulary, supplied with equivalent meanings in the
native language, though delivered by images-mediators by extralinguistic means, the other sheet
of paper is used, on which under the numbers identical to those on the laying in the native
language, the word translations in a foreign language are written.It is not appropriate to give a detailed appliance of this system here - it is a vast theme. Let us only refer to some results gained by the adherents to this technique. Thus, for example, the vocabulary of French self-study handbook is assimilated by the absolute majority of learners within 4-5 days (2- 3 layings in dependence on the previous language learning experience). Frequency vocabulary of Hungarian language was assimilated by the learner speaking French and English within 1 month
(the criterion: easy understanding of text in newspapers and magazines).
One of the widely spread mistakes made by traditional methodologies lies in learning hieroglyphics and vocabulary in corpore, i.e. in non-differentiated division of studied material between the stages, and consequently in absolute neglect for psychic states and experiences resulting in nervous exhaustions or even psychic break-downs.Thus, the initial stage in studying hieroglyphics, in our opinion, should be arranged as preparatory work in two aspects:
- acquaintance with three basic European languages (German, French, English) and mastering of
autodidactical methods (within 5-6 months);
- attainment of principal skills in Chinese calligraphy, sound production, studying of a Chinese
language course for beginners (for example, with textbook by I. Zadoenko and Juan Shuin) in
the manner and tempo usually used by students preparing for exams within 2-3 months in the
end of the 5-6 month period mentioned above.Our systems suggest dividing an articulative act into three stages:
1) preparation (anticipation);
2) result;
3) relaxation.
The so-called phonematic focusing: frontal, frontal-labial and pharyngeal. Of great practical essence is also the rule of speech production (prolongation of pronouncing an optimum phoneme in the previous word and non-admission of pauses between words). The proper serious studding of hieroglyphics as such starts after the above-mentioned preparatory work, when a learner has got a general idea about the subjects (secondary - instrumental and accentuated), has saturated his memory with the so-called precedents (the recognition of which hence forth will supply him with
energy), clearly realizes the possibilities open to him after the course of autodidactics.Moreover, in case if it is necessary to embroaden philosophic approach supplementary classes with the following themes shall be delivered:
1. Big and small.
2. Realm of emotions and evaluations.
3. Choice and preference.
4. Growth of knowledge and claim balance.
5. Philology and autodidactics.
6. Transmission of culture and autodidactics.
7. Music, music, music...
Only after that learners are explained the principles of systematic autodidactical approach to studying hieroglyphics, because by that time they become powerful enough to arrange durable and tense work with maximum rational tension of vigor (accompanied by the way by the increase of potential power while the later is being spent).
III
The initial stage in studying hieroglyphics
After the preparation arranged with the help of the above mentioned algorithm the hieroglyphics learner may enter the first phase of actual mastering. The focal guideline supergoal at first stage is to study the hypertrophic alphabet (about 5000 signs).It goes without saying that this specific alphabet contains meaningful letters used to turning into words, but at the first stage one should keep this specifics on the background to put the tactical supergoals low. At this stage it is necessary to assimilate the Chinese alphabet, which means habituation of the speech apparatus movements, including compulsory subtle intoning! (a letter is not
considered essential without that) plus accidental semantic acquisitions and combinations in a word.The basic method under such psychological accentuation in studies is reading of various defining dictionaries: (CIHAI; HANYU DACIDIAN; SUIXIN XIANDAI HANYU DACIDIAN; XINHUA CIDIAN), we call that chain reading. Its technique is very simple and gamelike: one reads linguistic explanation of a character till he comes across the first uncommon sign, which can be found in the same dictionary; one reads the explanation of the character till he is absolutely sure of his
conscious moving with the speech apparatus and exact intoning. Such procedure shall be repeated as often as possible (psychological setting; "That one does well, who looks up into dictionaries 1000 times a day").To use efficiently the dictionaries available it is necessary to learn how to look for characters according to each of the techniques in existence, though giving preference to "four corners" and "five strokes. The later one was invented by a Chinese worker Lo Sianyam. It is unique in respect of making it possible to look for characters like words in phonematic dictionaries.
The "four corners" search technique, in our opinion, is mostly beneficial from the psychological viewpoint. In any case hieroglyphics learners who had been recommended to transfer to accentuated usage of this system, some time later felt never experienced before sense of confidence in one's own abilities, great delight of work and consequently had better results - they accomplished the first stage within 3-4 months. A small intermediate exam included phonetic reading of a large text from a newspaper (it would be quite fitting to recall here that a blind English poet G. Milton was read in
ancient Hebrew and Greek by his daughters who did not understand those languages but easily reproduced texts in the original).It goes without saying that a reader usually grasps the general idea, but we speak about emphasizing locomotor and orthoepical aspects with strict following to the rule of not exceeding claims in respect of understanding. We consider any different approach to be erroneous, since it causes various psychic tensions, which taking roots in the very important from this viewpoint initial stage of studying progressively result in nervous and psychic exhaustion and idiosyncrasy towards languages and intellectual work in general.
Ad vocem the general division of studying process into stages it is necessary to add the following. There are five stages with the individual leveling of claim balance, namely:
1) the stage with the supergoal of "acquaintance and recognition"; orientation on not exceeding
claims: passive (non-reproduced) knowledge and conceived vast gaps;
2) the stage with the supergoal of "initial motoric skills"; orientation on not exceeding claims:
movements continuity with lapses, slow tempo, first attempts of reproducing;
3) the stage with the supergoal of "passage motorics"; orientation on not exceeding claims: lapses
are rare but still occur; fragmentary misunderstanding;
4) the stage with supergoal of "simultaneous reading and understanding"; orientation on not
exceeding claims: understanding starts lagging behind when the fluency of reading increases;
5) the stage with the supergoal of "practical instrumental usage of the subject (of the language, for
example); orientation: claim of complete understanding.
As we see, according to its supergoal the first stage in studying hieroglyphics within the frame work of our systematic approach shall be considered by learners as systematic, the level of claims at this stage shall be consciously put low. Accentuation shall be laid on acquiring initial motoric skill, i.e. synchronic reaction to a letter (a character as a phonetic sign), not to semantics. The matter is that it
is more natural to primarily accumulate movements, motoric and kinetic skills and only after that (as it is much easier) to accentuate the meaning of an ideogram. In such a way children do when they learn speaking.At this stage the basic method is oral technique, various kinds of reading (aloud, with the inner voice plus maximum bright mental representation of muscular movements and sensations). Thus, when exercising writing it is necessary to follow the rule of melodizing hieroglyphics in 3/4 rhythm. The person, writing characters, counts by three (a waltz), trying to fit into this rhythm the movements
necessary for writing and attempts to sign some melody. For example, the character shall be
performed in the way according to this rule: one , two , three , one , two .This method provokes the involvement of the right brain (i.e. switches off reflection absolutely inoperative here) with the result of easy memorizing the order of strokes and the entire character as the system of realized sung movements. The choice of this rhythm is verified both by practice and theoretical developments of different authors, to whom we will not refer here owing to the lack of space.
Actually, with coming back to writing (and accentuation on it) the first stage of acquaintance with hieroglyphics ends up. It lasts for 2-3 months if the people enjoying the skill of selfstudying work actively.
We specify here only very important, in our opinion, sporting and playful timbre of studying based on the actualized interest, which we define as a self-appearing stream of associations.
IV
Analytic stage
As it is known, the amount of studying material gone through as we see it, decreases proportionately to the increasing level of actual analytical abilities. The material in syncretic unexamined form enslaves the learner subduing and conquering him with its infinite amounts.It becomes possible to assume the material only after having gained the optimum level in analyzing it. Practically that may be a reliable criterion of our successful activity in this respect. In general the analytic stage in studying hieroglyphics corresponds to the second, third and forth stages in the systematic approach. The difference is evident only in the respect of "passage technique" which is physically impossible. But that does not prevent from implementing the orientations on not to exceeding claims; it is strictly recommended to follow them.
As for actual technique, it seems appropriate to consider some of our methods.
1) The technique of peering into and reproducing with enlargement supposes a learner to draw a sprawling character in the air following the 3/4 rhythm and producing a kinetic motif with the employment of the whole arm in this act (it is also very useful to fancy this movement in case of impossibility to perform it).
2) The technique of concentrating attention analogical to the circle of concentration used in psychology; peering into a character in this case is a process with conscious direction of the observation from one object to another, what makes perception practically endless. We urgently recommended to use various magnifying glasses (including a one with a built-in lamp): a legged philatelist glass, a contact one and a glass to carry about. That is a prophylactic measure, but from
psychological viewpoint, we consider the possibility of introducing play element and distracting
from excessive centralization of material.
3) Alternation of dictionaries with account of extreme habituation (tiredness of the very sight, sensory fatigue, weariness of style, hyperadaptation to the material in a certain variant of presentation: we hope that the nature of these phenomena is evident from their names); analysis and comparison in this case are connected with accentuated usage of a great number of dictionaries and books (all that
resulting in optimum psychological verification of the situation which resembles in its main parameters the immersion into language environment or even "being in the environment of the well- educated native speakers.")
Naturally, in this case it is impossible to remain orally, imaginatively and kinetically silent. Every- thing should sound, sing, be composed and add details to the music score of knowledge. The
psychological foothold in this respect could be the so-called pose of a mushroom-goer, increasing
the coefficient of euricability.
The work over Chinese vocabulary in the full meaning of this word shall be arranged according to the above-described modified associative technique after mastering of relaxed phonetic reading. It is better to take material for layings from Russian-Chinese pocket dictionary, preparing daily 100 words (or phrases); the latter shall be connected with the rule not to exceed claims at every stage of the technique used - only in this case it is possible to develop alert associative abilities and a great number (up to 10 per day) of reproductions.
Regards,
Valery Kourinsky
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