“The question “Why do we use language?” seems hardly to require an answer. But, as is often the way with linguistic questions, our everyday familiarity with speech and writing can make it difficult to appreciate the complexity of the skills, we have learned. This is particularly so when we try to define the range of functions to which language can be put.”

— David Crystal

Source: The Cambridge Encyclopedia of the English Language, 1987, p. 10

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British linguist and writer 1941

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“We learn about worlds when they do not accommodate us. Not being accommodated can be pedagogy. We generate ideas through the struggles we have to be in the world; we come to question worlds when we are in question. When a question becomes a place you reside in, everything can be thrown into question: explanations you might have handy that allow you to make sense or navigate your way through unfamiliar as well as familiar landscapes no longer work.”

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“Of all things to be learned, in school or out, languaging, as I prefer to call the process, is least like a mechanical skill. It is, in fact, the most intimate, integrated, emotion-laden learning we do. At no point can we separate what we know and what we are from how our linguistic powers develop…”

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“To conclude: there are two well-known minor ways in which language has mattered to philosophy. On the one hand there is a belief that if only we produce good definitions, often marking out different senses of words that are confused in common speech, we will avoid the conceptual traps that ensnared our forefathers. On the other hand is a belief that if only we attend sufficiently closely to our mother tongue and make explicit the distinctions there implicit, we shall avoid the conceptual traps. One or the other of these curiously contrary beliefs may nowadays be most often thought of as an answer to the question Why does language matter to philosophy? Neither seems to me enough.”

Ian Hacking (1936) Canadian philosopher

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“Many questions haven't been answered as yet. Our poets may be wrong; but what can any of us do with his talent but try to develop his vision, so that through frequent failures we may learn better what we have missed in the past.”

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General sources
Context: The art of the poem nowadays is something unstable; but at least the construction of the poem should make sense; you should know where you stand. Many questions haven't been answered as yet. Our poets may be wrong; but what can any of us do with his talent but try to develop his vision, so that through frequent failures we may learn better what we have missed in the past.

“The bird has learned this art of equilibrium, and learned it so thoroughly that its skill is not apparent to our sight. We only learn to appreciate it when we try to imitate it.”

Wilbur Wright (1867–1912) American aviation pioneer

Speech to the Western Society of Engineers (18 September 1901); published in the Journal of the Western Society of Engineers (December 1901); republished with revisions by the author for the Annual Report of the Board of Regents of the Smithsonian Institution (1902) http://invention.psychology.msstate.edu/i/Wrights/library/Aeronautical.html
Context: The person who merely watches the flight of a bird gathers the impression that the bird has nothing to think of but the flapping of its wings. As a matter of fact this is a very small part of its mental labor. To even mention all the things the bird must constantly keep in mind in order to fly securely through the air would take a considerable part of the evening. If I take this piece of paper, and after placing it parallel with the ground, quickly let it fall, it will not settle steadily down as a staid, sensible piece of paper ought to do, but it insists on contravening every recognized rule of decorum, turning over and darting hither and thither in the most erratic manner, much after the style of an untrained horse. Yet this is the style of steed that men must learn to manage before flying can become an everyday sport. The bird has learned this art of equilibrium, and learned it so thoroughly that its skill is not apparent to our sight. We only learn to appreciate it when we try to imitate it.

“We can each sit and wait to die, from the very day of our births. Those of us who do not do so, choose to ask--and to answer--the two questions that define every conscious creature: What do I want? and What will I do to get it? Which are, finally, only one question: What is my will? Caine teaches us that the answer is always found within our own experience; our lives provide the structure of the question, and a properly phrased question contains its own answer.”

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“A belief is a question we have put aside so we can get on with what we believe we have to do.”

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“If you put it as “complex nervous systems” it sounds pretty deflationary. What's so special about a complex nervous system? But of course, that complex nervous system allows you to do calculus. It allows you to do astrophysics… to write poetry… to fall in love. Put under that description, when asked “What’s so special about humans…?”, I’m at a loss to know how to answer that question. If you don’t see why we’d be special… because we can do poetry [and] think philosophical thoughts [and] we can think about the morality of our behavior, I’m not sure what kind of answer could possibly satisfy you at that point.
…I could pose the same kinds of questions of you… So God says, “You are guys are really, really special.” How does his saying it make us special? “But you see, he gave us a soul.””

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How does our having a soul make us special? Whatever answer you give, you could always say… “What’s so special about that?”
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“I conclude that there is no such thing as a language, not if a language is anything like what many philosophers and linguists have supposed. There is therefore no such thing to be learned, mastered, or born with. We must give up the idea of a clearly defined shared structure which language-users acquire and then apply to cases. And we should try again to say how convention in any important sense is involved in language; or, as I think, we should give up the attempt to illuminate how we communicate by appeal to conventions.”

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Davidson, Donald. " A nice derangement of epitaphs http://www.hf.uio.no/csmn/english/research/news-and-events/events/davidson_derangement.pdf." Philosophical grounds of rationality: Intentions, categories, ends 4 (1986): 157.

“If we long for our planet to be important, there is something we can do about it. We make our world significant by the courage of our questions and by the depth of our answers.”

Carl Sagan book Cosmos

Source: Cosmos (1980), p. 193

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