«The discovery of the outer world by children and the way they learn to interact with it lead to the progressive elaboration of what is called their ‘language’» (1).
«The language belongs to one’s inner self and is expressed through speech. » (2)
« The language is the reflexion of the wanderings of the soul. It doesn’t simply express them, it also triggers them, shape them, direct them and lift them up to consciousness. The language composes the spirit » (3).
« Above all, the soul – expressed through speech when necessary, although as elusive as its subject – is a principle of individualisation that penetrates the body it is supposed to be distinct from (and where it grows) to the point where they both become one single entity over a lifetime. My soul is my inner nature, it embodies the panel of my strengths, the essence of my inner self in its sole immanence, the very fond and the mental aura of the various sides of me (unlike – on a relative and non-absolute point of view – my spirit, which is my whole being moving towards the ultimate Being, thus aware of the transcendence of the Being within it)» (4).
« …the soul that lies within each of us is what helps us desire, think, remember every single part of our living – even those subconscious or deeply buried parts of it – it allows us to feel and feel touched, but above all, it helps us commune by affect or by love…The spirit is what helps us to deliberately think, reason, conceive, organise, realise and accumulate experiences in the purpose of knowledge acquisition and, above all, in order to communicate and exchange. I had the opportunity, during my study of the various phonic resources of French language, to formulate some “punchy” expressions such as: “The spirit reasons, the soul resonates”, “The spirit is in motion, the soul feels the emotions”, “The spirit communicates, the soul communes”, “The spirit is the ‘masculine’ yang, the soul is the ‘feminine’ ying’ ”. These expressions, though perhaps quite simplistic, do have the advantage to show the intimate relationship between our spirit and soul while highlighting their own specificities » (5).
(1) Professor J.C. LAFON « Echantillonnage de textes » (Publications samplings) page 17.
(2) Professor J.C. LAFON « l’enfant sourd avant trois ans » Enjeu et embûches de l’éducation précoce (« Deafness in children under 3 years old » Challenges and pitfalls of early education), international conference acta, A.N.P.E.D.A. organiser, Paris, 2-4 November 1979, page 145.
(3) Pierre EMMANUEL of the French Academy (chair n°4), deceased in 1984, « Le goût de l’Un » (The taste of the One) page 173.
(4) Pierre EMMANUEL of the French Academy (chair n°4), deceased in 1984, « Le goût de l’Un » (The Taste of the One) page 16.
(5) François CHENG of the French Academy (chair n° 34) « De l’âme » (From the soul) pp. 40-41.