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June 8, 2024
Language - the essence of science

Language – the essence of science

We live in a world of science, the most profound force that changes our lives. Language is closely related to the intelligence of mankind. It is employed to explain and transmit science, with scientific writings serving as records of science. Language itself is not a science. However, in my recent article “The Independence of Written Language from the Non-Text World” we note that texts are part of science. We mentioned the world can be reinterpreted. Now, let’s start by re-explaining the world from the “writing as part of science” discussion. Here, as always, we consider written language to be the primary form of language.

Inquiry principle

We treat texts as independent visual information, capable of forming part of science, rather than as representations of science.

We think of science as collections of sensory information, mostly what we see. Science is divided into a textual part and a non-textual (visual and invisible) part. Investigations are made about the properties of information, and the impact and contribution of information on the senses and the mind. We study the properties of texts and reading to see what roles texts play in science.

Common characteristics of science and written language

Being an infinite empire, science has some basic characteristics. We can see many commonalities between the main characteristics of written language and science. List below some of them. These are qualities that only scripts have, at least not truthfully. This suggests that texts lie at the heart of science. they give science its essential characteristics; He laid the foundation for all sciences.

1. Sequential: Sequential texts allow reasoning between cause and effect. They also make up the actions. Scientific methods emphasize action, where things are done step by step.

2. Clarity: This makes us “see things” more clearly. Although the phenomena themselves are not obvious, the texts describing them lend themselves to seeing. For this reason, science has the power to dive into the details and “unseen parts” of things. Researchers have sought to see things clearly, for example using microscopes and telescopes. What they are actually doing is generating visual information that is visible to their eyes.

3. Connectivity and Simplicity: Scientists always strive to provide simplified descriptions of knowledge. Breaking down complex things into simpler elements is an essential ethos of science, as repeated experimental observations can be codified into a set of codes.

4. Organized and Systematic: Because of textual arrangements, science becomes orderly and systematic.

5. Strictness: There are fixed rules for the formation of words, sentences, paragraphs, and books. This contributes to the rigor of the science.

6. Cumulative and branching: New theories are usually based on or derived from existing theories. Accumulation occurs by citation, modification, editing, and expansion of existing scholarly writings. The accumulation of sciences also entails the divisions into various disciplines and branches, which are defined by the texts.

7. Integrated and interdependent: Because of the symbolic connections and organizations in the texts, the endless growth of the sciences does not lead to chaos because they have texts to focus on. Sciences are glued together with the relationships that exist between them. Interdisciplinary areas have also been developed between them.

8. Stable and saveable: Because of its simplicity, clarity, and sequential characteristics, writings remain stable during the accumulation process. Existing sciences do not change when new phenomena appear. While expanding, the sciences must be memorized to use them, which the scripts facilitate.

9. Predictive: Correlations between text and non-text are somewhat arbitrary, variable, and expandable. The educated mind is equipped with texts for analyzing new phenomena and making new connections. In this way, science is said to predict the future.

10. Representational and interpretive: Science represents things and explains why things exist and how things work. Texts, figures, graphs, books, and papers are most useful for explanation. For complex scientific reasoning, learners are not sure until they can explain their ideas in texts. The explanatory nature of language and writing may have been overlooked.

Texts: The Basis of the Scientific Mind

Scientific publications describing theories and results. Descriptions are central to scientific thought. organization of scholarly texts; Empower our minds to work on solutions. When we think about solutions, we imagine symbols, lines, curves, and shapes, to illustrate what we are studying [1]. Scientific thinking applies through reasoning in texts [2], by fixation, contrast, transfer, search, comparison, systematization, etc. Without texts, we cannot truly understand science. We read it to learn science. They inject science into our minds, where it takes effect.

While researching, scholars read widely. During and after reading, they are actually performing scientific, text-based reasoning. Scientists write to create science. They publish to spread knowledge.

Obviously, this concept can be applied to science and technology in a broad sense. Social sciences, applied sciences, technology, engineering, etc. all have the essence of science: text-centered. The qualities of texts and reading are also related to almost all other fields, such as law and history. The endless expansion of texts has deepened the mental forms of many seemingly unrelated disciplines, all of which share text-based scholarly characteristics. People’s daily lives are filled with texts. Although many texts are not scientific, they enrich people’s minds with scientific qualities.

Texts and non-texts in science

Texts are linked to non-texts to form the whole science. Non-texts are the purposes, resources, materials and events of science. Sciences are defined and classified according to non-textual characteristics. Usually, the gist of a text is not the goal, but the means. By connecting to the textual mind, non-textual goals are achieved. The vast majority of non-textualities can undermine the vision and realism of texts, not to mention their central place in science. In fact, what we propose is not to reject the dominance of non-texts as sensory information, but that this dominant information become scientific because of its association with texts.

Many words have multiple meanings in various scientific and non-scientific disciplines. We need to read the sentences and paragraphs to know the exact meaning. Inversely, the theory can be described in several ways. Texts seem casual, subjective, and variable, and conflict with the formal, objective, and immutable characteristics of science. In fact, there is no conflict. These properties are accessed through the processing of individual minds of vast texts generated from visual encounters.


Science encompasses an extremely wide range of information, both textual and non-textual. The visual features of the texts and the reading characteristics reflect the main characteristics of science, indicating that scientific writing is the central part of science. Texts provide people with visual information to study, remember, process, research, and build a scientific foundation in the mind.

Two years ago, I discussed the importance of a textual mind supporting science. Now, we go further to view texts as the core of strong sciences, and to integrate texts into sciences. This can form a new basis for an analysis of the science or the world associated with the text.

[1] Graphs and figures given in scholarly texts to aid description. They are additions to the symbolic dimension of texts. However, letters and words are usually part of the formula and embedded in diagrams and figures.

[2] In educated minds, texts are activated when we analyze non-textual things. New texts, and even new theories, can be produced in this way. Learners may not know that the underlying strength comes from texts in mind.

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