In-Depth Post #5

We’re already in April.

Needless to say, I have been getting some progress done even though I couldn’t meet with my mentor many times due to her personal circumstances.

Thankfully, the uke isn’t a terribly difficult thing to practice. I have been doing a lot of independent work. I found time to practice every single day during spring break! Here is a list of some of the things I have learned/practised on my own.

-Smoothening Chord Transitions, Especially G, D7, Am, C7 transitions (will explain later)

-Explored and learned what hand position is the most comfortable for me (using my thumb)

-Explored different strum patterns and chose one to practice for in-depth night (up-down-up-chuck)

-Learned how to somewhat “chuck”

-Chose a song to perform for in-depth night

-Learned a riff:


(And learned how to read written forms of riffs like the above)


So to summarize all of this, I have been trying to figure out what I should do for in-depth night as the time is near. I wanted to find a song to perform. I explored some songs online and tried to find a song that is not too basic and simple but isn’t too hard either. After days of searching, I settled on a song called “Banana Pancakes” by Jack Johnson. This song primarily uses the chords G, D7, Am, and C7, with D, Bm, Em, and C in the hook of the song (which I need to meet with Hira personally for her to help me with it.) I have been working on the transitions that I need to do for most of the song, so I have a basic outline to work with when I meet with Hira again. Hira suggested that I do not use a pick on the ukulele as I can create a very rough sound with one. She suggested either index finger or thumb, so I practiced around with both and later found myself only using my thumb, which is totally fine (quoting Hira here). There are many strum patterns that fit different songs, but for this specific song, up-down-up-chuck works best. Chucking is when you strum all of the strings and mute them so quickly in one swift motion that it makes a percussion sound. I need help with this. The riff above is an essential part of the song I want to perform. I learned how to read riffs on printed text, and I learned that specific one. Here is a video of me doing it.


As for hats, I couldn’t really meet with Hira because she’s extremely busy and was out of the country, but I tried my best to make out at least one for each.


White hat:

Hira: So we need to create a performance for actual in-depth night. What would you like to do?

Me: Well, I know I enjoy singing. I do not mind doing a ukulele performance with singing accompanied.

Hira: That’s great! I can teach you to do that. It is another skill, singing while playing, so that is what we need to learn from now on. I am busy, so in the meantime, here is a link to strumming patterns and a great self-learning website you can look through.

Me: Thanks! I will look into it.


Red hat:

Me: This is what my riff sounds like so far. It sounds extremely rough to me and I do not like it.

Hira: It sounds great! The reason it sounds rough to you is because the strings on your ukulele rings, but that is a quality issue so we can’t do anything about it.

Me: I am thinking about investing in a better one.

Hira: Good idea! Try Tom Lee, the music store.


Black hat:

Hira: When you’re choosing a song, I don’t want it to be too challenging or have too many chords in it. Because we have limited time together and in-depth night is coming soon, we have to settle on a reasonable song.

Me: Yes, I agree. I will look into a reasonable piece.


Other hats are not very applicable as I am yet to meet with Hira to learn more and have assistance in areas that I identified that I had trouble with. However, as soon as we meet again, I will have so many more things to show for in-depth night!


(I have used a good fraction of my paycheck last night to invest in a slightly better ukulele. I am crossing my fingers that the strings do not ring so much so I can actually chuck the strings instead of making a hideous sound.)





Is Canada a nation, simply a country, or a ‘post national’ state’?

“Is Canada a nation, simply a country, or a ‘post national’ state’?

With respect to both of the articles assigned, I believe that Canada should be considered a nation. Canada, like any other recognized nation in the world, shares many values and traits such as the acceptance of immigration, the efforts made to include minorities, and celebrating multiple cultures in the name of diversity. We have multiple shared values yet we find ourselves questioning our own identity, mainly because of the mind-boggling capacity for diversity we have – a trait that we are arguably most famous for.

Debates as such arise because “Canada’s particular style of nationalism is fluid and not simple to define”, but our nationalism is also the reason why people “often arrive from dysfunctional regions [to Canada]” (Todd, 2016). To obtain healthy nationalism, a nation must “encourage diverse people to cooperate” (Todd, 2016). We are considering the label of a “post-national state” because of the fear of coming off as an oppressing nation that disregards minority standpoints. I believe that this is not the case as it is a fear based on extreme measures, as “condemning nationalism because it can lead to war is like condemning love because it can lead to murder”(Chesterton, unknown). Canadian identity can be influenced by how others perceive them, yet Canadian citizens themselves should have the ultimate decision as to how they are defined. “75 per cent of [Canadian] residents believe there is a “unique Canadian culture.”(Todd, 2016). If the majority of the citizens feel united through a homogeneity, whatever that may be, shouldn’t Canada be considered a nation bound together by that “unique Canadian” culture? Canada is not a simple land mass like a country or the “greatest hotel on earth” (Martel, unknown), but a nation that carries a plethora of cultures within itself to the extent of coming together to become one singular “Canadian” nation with a distinct culture that 75% percent of us feel and believe.





In-Depth Blog post #4

This is so crazy. Week 7 already?

Week 4 for me. Technically. Funny story, a tea shop called me a few days ago asking if I still needed a mentor. I turned them down because I’m doing Ukulele with Hira at the moment, but interesting how late some people reply to things (Maybe I’m just used to Ms. Mulder’s 2 minutes replies)…


Crim check: finally done.

Volunteer form: Will be done by the end of this week.



I have met twice more with Hira after the last blog post. I showed her what I know and can do so far which are the G, A minor, and C chord songs, the most basic chord combination. Hira noticed that my strumming is inconsistent and a little odd, so we decided to start entirely from square one to go over strumming patterns and how to strum (using what finger, what hand position). After a while of plucking and experimenting, we came to the conclusion that using my thumb is the easiest way for me to go. Some strumming patterns I learned are:



Single strums

and a few more.

I didn’t really see the need for learning this in so much detail at first, but Hira sang and played two exact same songs with the same chords with only a difference in strumming pattern. The first time she picked at certain strings and it had a more melancholic vibe as to the energetic strumming made a sad song sound happy. I learned that the ukulele isn’t always just about the sound, the strumming pattern really matters in expressing a song the way I want it to sound.

I also learned that there are different kinds of ukuleles like a soprano and a baritone. They differ in sizes.


How to have a beautiful mind:

How to listen/ask questions:

Me: I do not understand why this is important. This is difficult. Could you explain the usage of strumming? Why can’t I just improvise?

Hira: Well, strumming is important because since ukulele is such a small and simple instrument, it plays a large factor in how the song actually sounds. It also sounds unorganized and quite frankly, bad if you don’t plan it out.

Me: Okay, could you show me an example?

Hira: Sure, I’ll play one song twice with different strumming patterns.

Me: Wow, it really is different. So if I try this I can make songs sound happier or sadder at my desire?

Hira: Exactly! This is important to consider as it can add suspense or emphasis on certain areas. It also helps you find a good song to perform.


DeBono states that if “you listen carefully and attentively you will get more value from listening than talking” (p. 67).

I demonstrated this as I asked questions related to the subject and continued the conversation so I can listen and learn.


I’m having a great time so far! I am thinking about investing in a better ukulele as my current one is practically a toy from amazon…

I’ll be back with more good progress!

Until then,




In-Depth Post #3


It’s been quite a while since in-depth started.

I am so happy to say that I have finally settled on a topic and have secured a mentor.

The whole “tea” thing was a great idea and I was really excited to do it, but unfortunately, I really couldn’t find a mentor. I talked to Ms Mulder about this, and she recommended that I try to learn an instrument and thought I should ask one of her old students, Hira Lalani. I had a ukelele sitting around at home that I don’t really use or know how to play, so I thought that would be a good opportunity to learn how to play the ukelele!

Hira! She is a talons program alumni, who is currently in grade 12. She’s very experienced with music and singing and of course, playing the ukelele. She’s a very passionate and kind person. I got to know her last year in musical theatre and I can say that she is extremely passionate about performing arts and music. Hira has gladly accepted to be my mentor for this year’s in-depth. She’s currently making time to get the crim check-in. She will get it in next week along with the volunteer form required.

We had our first official meeting at lunchtime last Thursday! Since it was an “intro” time, we sat down together and had a great conversation about my goals and plans and what I want to learn in the future. We agreed on:

-Learning about the Ukelele and the history of the instrument

-Learning strumming patterns and technique

-Then progressing into learning basic chords

-Some more complex chords

-Singing while playing

-Work on pick patterns (specific strings)

-Construct and make a final performance for in-depth night!

I am so excited to finally progress and learn to play and perform with the ukelele. This is going to be a blast!

(not the greatest picture but Hira thought it’d be cool to prove that I have actually met with her)


How to have a beautiful mind:

It was rather difficult to incorporate these factors in the first meeting, but I tried my best.

Edward De Bono talks about making and finding connections together [with mentor] and generates interest.

To spark conversation, Hira and I first started talking about in-depth as a whole and as she is already experienced with talons, we talked about my goals and visions and her own in the past. A commonality large as talons was more than enough to find connections and generate the beginning of a good conversation.

I also tried asking what-if questions like

“What if I want to sing while playing the ukelele? Not just playing as it might be a bit boring in the performance?”

Hira then gladly told me that she could teach me how to sing while playing.

I also made my best attempts to explore, to elaborate and to pull interest out of the matter.

Since this is my project, I cannot let my mentor take over the entire project and create a curriculum of a sort for me. Hira started asking me about my goals, so I went on talking about my goals and what I want to achieve by may. That is how we came up with the list above.


I will be meeting with Hira for two lunches a week until the project ends.

I can’t be happier that I’m finally moving along with the rest of the class!

I am looking forward to logging more progress and FINALLY getting to incorporate the beautiful mind factors in properly.


Act 2 Critical Response

  1. Considering the readings we have done so far in Shakespeare’s Romeo and Juliet, I do think Romeo and Juliet are engaging in ‘Puppy love’. In our modern society, these two lovers are considered ‘teenagers’. However, in the Elizabethian era, people were practically considered to be in adulthood by the age of fourteen. This, however, was only a social construct at the time and has been proven wrong as modern psychology states that “From birth onward, the human brain continues to develop and mature. For adolescents, the amount of information they can process continues to increase” (, 2019). This means that the emotional information capacity of Romeo and Juliet, 17 and 13 years old, have not been developed to its fullest capability, therefore the two children will not be able to feel as much emotional depth as they would’ve in their coming years. Some may argue that they were in true love as Romeo demands that they “must combine by holy marriage” (2.3.60-61), literally a day after they met. In the Elizabethian times, matrimony was such an essential milestone in life that  “a boy and a girl were allowed to marry at the age of 14 and 12” (, 2019). It was also “arranged for wealth and reputation. Families of landowners were expected to marry just to augment their land possession” (, 2019).  Marrying out of love was considered extremely foolish, which shows the ignorance of the two lovers who have absolutely no plan for their life or future, only driven by the emotion that is completely new to Juliet and still unclear to Romeo. Romeo has claimed that he was in love before as he described Rosaline’s as “too fair, too wise, wisely too fair” (1.1.218-119), describing her exterior. His love for Juliet was also sparked by exterior beauty as he feels that “[her] beauty [is] too rich for use, [as her beauty] is too dear [for the earth]” (1.5.47). Love, according to the Merriam-Webster dictionary, is “[a] strong affection for another arising out of kinship or personal ties” (Merriam-Webster, 2019). Romeo has no kinship whatsoever to Juliet, and he has no personal ties. His ‘love’ is rather an admiration for beauty, the same way one would admire a fine gemstone. Juliet isn’t an exception to this either as she thinks of Romeo as “dear perfection which he owes without
    that title [of a Montague] (2.2.45-46)”. “Perfection”, taking into consideration of how much time they had to know each other, is probably taken mostly from his looks. There are many beautiful and handsome people out there. Romeo and Juliet sure may have found a person to be attracted to, but who’s to say that they won’t find another? Such emotional drives based on little information and spontaneous impulses should not be considered “love’.


2. Kulich’s argument that Romeo and Juliet should not be viewed as children is reasonable and historically accurate but it is not scientifically arguable as past social norms (like getting married ‘young’) does not follow proven psychology research done in the modern society. Romeo, 17, and Juliet, 14, are considered full grown adults in the Elizabethan times, yet their mental and emotional development is still in the adolescence, one of the most turbulent stages in the human life cycle that can easily cause emotional confusion. We can see that the way Romeo deals and act upon his emotions are irrational and dangerous as he literally puts his life in danger to talk to Juliet. This proves emotional immaturity. Similar to how an angry child may throw a fit but how an adult may explain their anger, the two children are indeed dealing with intense emotion, but are seen dealing with it poorly and dangerously. Although the rate of brain development increase is not as great as it once was during the middle childhood years, it has been proven to continue until the age of 25. Therefore, Romeo and Juliet should be considered as children.




In-Depth Blog Post #2

In your second in-depth post comment on your progress so far and how you were able to incorporate the first three aspects of how to have a beautiful mind.


The three aspects of how to have a beautiful mind are how to agree, how to disagree, and how to differ. They are all tactics in better achieving a respectful and fruitful conversation with mentors! While these skills are extremely beneficial to have, I cannot apply it in real life just yet as a possible mentor has put down my request for mentorship after a month of communication.

Where am I right now and how did I get here? I am currently doing independent research while actively trying my best to search for a mentor. I have called DavidsTea branches near my home to seek possible employment. Unfortunately, none of them are hiring at the moment. I got in contact with Jessica Henderson (pseudonym) to look for connections that may be interested in hiring me. Jessica no longer works at DavidsTea, but she gave me the contacts to her former manager, who she told me was very knowledgeable in tea and might be interested in mentoring me. I got in contact with this person, and it took a few messages back and forth to clearly explain the in-depth project at talons. after about two weeks, she told me that she appreciated that I took my time to ask her, but that she won’t have enough time to do this for me. She did, however, tell me that she can ask some of her friends if they were interested in mentoring me. I said it’d be great if she could do that for me. It has been a few days, there is no answer yet. I am waiting for an answer while searching online for nearby tea rooms that may have people that are interested in this project.

(I swear, Murphy’s law is real.)

It has been quite difficult so far. I couldn’t let myself make no progress whatsoever in the meantime, so like I said earlier, I am doing independent reserach by myself. I have been educating myself about the different types of tea there are and have been drafting some ideas for my learning centre. I would like to create a tea bar to serve my guests on in-depth night! An interesting fact that I learned while doing my own research is that green, white, oolong, and black tea are actually all made of the same plant, but the drying and preserving process that is wildly different from each other makes them different teas! Isn’t that cool?

Since the second blog post asks for incorporation of the first three aspects of the beautiful mind, I will make hypothetical situations to simulate how I can apply them in real life.


  1. How to agree

Since it is important to not agree on absolutely everything the mentor says just for the sake of listening, respectfully agreeing and disagreeing is crucial. If the mentor says something like “Green tea has the heaviest caffeine containment.”, I could try to further question them by asking things like “Compared to what other teas?” Or “Does it depend on concentration?” to know where they are coming from [to understand] their logic (p. 6).

2. How to disagree

Again, disagreeing is important as it may help further understanding or catch minor mistakes. Making an effort to understand the mentor’s views and trying to think about why they may say certain things may help. If the mentor says something like “Tea is generally bad for you.”

Instead of becoming angry and saying things like “That’s absolutely incorrect! You are wrong.” I can say something like, “I do understand that the caffeine in certain teas can certainly be unhealthy. Why is tea otherwise generally bad for me?” To find points of agreement and disagree respectfully using questions that may lead to me learning about where they are coming from.

3. How to differ

This is more applicable when the mentor and I are talking about topics that include opinion. I think celebrating diversity is important, and I also think that diversity can be as large of a topic as ethnicity, but can be applied within small things like the preference of tea as well. If a mentor thinks that rooibos tea is the best tea of all, I could acknowledge their point of view by stating what I like about that specific brew of tea while stating my favourite tea (straight black tea…) and why I like it to spark a respectful conversation rather than creating a debate over it.


I really hope to find a mentor soon. If I cannot…

Actually, I have to get a mentor. They’re pretty crucial to have in in-depth, so I will try everything in my power to get a mentor. Best of luck to myself!!


What is your inquiry question? What initially drew you to this question? Did your question stay the same, or did it change over time? Why?

My inquiry question was “What are some theories that surround the origin of language?”

As time passed, learned that theorizing is a huge field of study and that literally, anything can be a theory if the theorist had reasons and evidence. I looked into hypotheses and thoughts that modern linguists had, and they were all quite widely different from each other. Some scientists looked into brain development and sense of grammar developing in infants to link the origin while many religious people simply thought that an all-powerful force had just given the gift of language to the human race.

Psychologist and author Michael Corballis thinks that language development is closely related to gesture, which made its advances in humans when evolution progressed enough that humans became bipedal.

This video made me think about an easier way to organize the beliefs. I came down to the evolutionary and religious points of views.

I also realized that I could not determine if a theory is correct or not. Nobody could. I still needed a conclusion, so I decided to incorporate some of my own opinions into the inquiry question. Soon enough, my inquiry question became

“What is the most convincing theory that explains the origin of language?”


2. What skills have you expanded on / learned during the inquiry process? How are these skills applicable to your success as a student?

Like I was planning to, I really had to work on my critical thinking skills. Critical thinking was essential in this inquiry because I was given many, many theories to choose from (to include in my artefact) and I had to come up with reasons for myself why they were feasible and why they made sense to me. For example, if someone says language was formed when people learned to scream in pain after breaking their leg, I would be sceptical about putting that in my artefact when there are other theories with valid points like onomatopoeia.

3. What did you learn about / what is your answer to this inquiry question? Remember to be specific and provide direct evidence from your research.

I learned that the origin of language dates back very far in two types of lenses. The evolutionary and the religious. There is a passage in Genesis 2:20 in the Christian bible saying that Adam, the first human named all living organisms on earth in Hebrew. This means that language was simply given to Adam along with his birth from the beginning.

Whereas in the evolutionary lens, there are a wide variety of hypotheses that all incorporate linguistics and logic. Onomatopoeia, the Pooh Pooh hypothesis, the warming hypothesis, and other hypothesis talks about humans learning to use their voice to make noises that ultimately developed into the language at one point.


4. In what ways does your final learning artefact demonstrate your learning/answer to your inquiry question? How does it connect to your chosen curricular competencies?

My learning artefact is a video. This artefact is a crash course of a sort that informs the viewer about some of the theories out there and why I believe in one out of all of them. Critical thinking is required to narrow down to a certain theory out of many. After the video, I intend to communicate and debate with the viewer on my belief and their belief in these theories, developing the communication and self-identity competency.

5. What resources did you find useful during your inquiry and why were they useful? (Cite at least four resources you consulted, with links, and write a brief 50-100 response as to was important to your learning).

(Gleneagle database link)

-go to literary references, and then search “Origin of Language”

-Click on academic journal titled “On the origin of language”

On the Origin of Language, Halpern, Mark. Vocabula Review, Jul2011, Vol. 13 Issue 7, p1-15, 15p. (Article)
Abstract: The article discusses the origin and historical development of language.


Above is an article from the Gleneagle Database that talks about the origin of language. Note how the article depicts the topic’s answer/end as “an end without conclusion”


Really useful resource:

The linguistic society of the USA has a little different input on the origins of language. They talk about gene mutations and whatnot, it’s worthwhile to look into.


Another resource I found today:


6. What new questions do you have about your inquiry? What motivates you or excites you about these questions?

I am wondering about language diversity after now that I know about language origin. How did different languages stem away from each other? Why does Spanish exisist when English is here?  The following infographic stemmed my curiosity.

Image result for language tree infographic


In-Depth Blog Post #1 (the introduction)


For this year’s in-depth, I will be studying Tea! Yes, I know, it’s not exactly top-notch university degree material. So what? I’ve done some flamboyant acting last year, why not take a zen break and sit down with a nice cup of rooibos? My mentor, Albert, and I worked hard to learn about active, energy consuming activity and comedy. Now, this year, I’m totally down to sit down and literally learn about tea. Why and who even thought, “Hey, there are some green leaves. I’m going to boil water with it. Oh, the water’s no longer clear, let’s drink it!”

I mean, whoever did it, kudos to them! So many people have tea in their lives today for its rich flavours, the calming powers it has, and the fun variations that you can create with it. I never really cared much for tea until I visited a shop two years ago and bought some for my mother. I ended up drinking half of what I bought for her, but it’s whatever, we bought more…

I started trying out different teas and loved almost every single one of them. I also realized they really help with anxious days. Call me crazy, but I can physically feel the worries wash away when I make tea. It’s actually fun. It’s just one of those things that you have and do in life, but never really bother to have an in-depth understanding of. I don’t think many people try to study who made pencils (Conrad Gessner, Botanist, by the way). Some things are just so easily taken for granted.

Well, tea deserves better! This has gone so far that I am going to consider it an art form. Just go to DavidsTea, and look at their wall of tea. So many variations. So this year, I’m going to learn how they came to be. Kind of like, “Big history: The story of Tea.”

I like it.

My main goal is to spread the love I have for these exotic liquids. Friends share what’s good, right? I want to learn about how tea came to be, its traditions, the different types, and what modern day people drink. Kind of like an IDS, but on tea.

I’m going to make a little bar on in-depth night. Lay out some chai, some green and white teas, oolong would be nice, and I wouldn’t forget about the herbal ones too. Pictures and displays, a sampling station, and me with my retrieved knowledge spreading to people as I talk to them about tea while steeping it for them.

I talked to a peer grade 11 that has a year of experience working at a tea shop. She gave me the contacts of a lady who was her manager at the job that might be potentially interested in being a mentor for me this year. I’m really looking forward to hearing back from her. If not, I’m going to have to frantically look for a job or another mentorship that has to do with tea. Unlike other fields of study, there are no people that have a degree in this.

So that’s going to be difficult.

But hey, challenges.


Overcome them.


Here I come, indepth 2k19!

Gotta love colloquialism.

I just hope Mr. Morris doesn’t read this.




Zip Document of Learning #3

Knowing what you know now, what advice would you give yourself at the start of your inquiry?


I would definitely take the time to tell myself to begin educating myself with a few easy videos that summarize the topic of language origination before I start the major research. Instead, what I actually did was go straight into research and had found all of the topics and subtopics, read everything and summarize it myself when I could’ve visited videos that summarize the concept of language origination and researched from those topics instead of creating my own list.

Also, I would tell myself to begin research as soon as I am handed the project. Late into winter break is fine, but more research could have been done.

Zip Document of Learning #2

Provide a copy/image of your research notes. What concepts in your learning do you now feel you have a solid grasp on? Which ones might be useful to other students in their learning?

I have a solid grasp on the three major sections that the language origin theories. I think it is useful for other peers to know of what they are! That the origin of language is divided into the religious lens, the scientific theory lens, and the onomatopoeia theories. The following is a copy paste of some of the notes I have.


Main research source:

(Article written by Edward Vadja, linguistic prof at Western Washington Uni)


There are many different theories that attempt to answer where the true origin of language is. Some of the most widely acclaimed three are:

    • The belief in divine creation: Religious views. Genesis 2:20 in the bible states that Adam gave names to all of the living organisms on earth, which meant that all humans are given the inherent ability to speak and communicate with language (this then connects to the Tower of Babel, which is a religious theory explaining language diversity. Read ).
      • “ It can’t be proven that language is as old as humans, but it is definitely true that language and human society are inseparable.  Wherever humans exist language exists.“


  • The Belief in Natural Evolution: An evolutionary theory that promotes that Language Acquisition Device Theory. The Language acquisition device theory suggests that “The Language Acquisition Device is a hypothetical module of the human mind. […] Its concept is an instinctive mental capacity which enables an infant to acquire and produce language.`(Wikipedia:




  • Invention Hypotheses: There are many of these. Invention hypotheses suggest that the origin of language was invented consciously as a human invention.

The definitions below are from the link above.


    • The Ding-Dong Hypothesis: bases the origins of language on onomatopoeia. This idea states that language began when humans started naming objects after a relevant sound that was already involved in their everyday life. Examples include words such as “boom,” “crash,” and “oink.”
      • Onomotopoeia (Google definition: the formation of a word from a sound associated with what is named (e.g., cuckoo, sizzle ) the use of onomatopoeia for rhetorical effect.)
    • The Pooh-Pooh Hypothesis: holds true to the involuntary nature of human speech. Through emotional response, language and speech would have developed in tandem with human interaction and primitive emotional reactions. Such sounds as “wa wa wa” or “ha ha ha,” commonly used to denote crying or pain and happiness or laughter.
    • The Bow-Wow Hypothesis:  the idea that human language and vocabulary originated as a form of imitation. It is said that language came from the imitation of animal sounds.
    • The Ta-Ta Hypothesis: states that language and the development of sound were generated to support the hand gestures and movements of the individual. So as to better demonstrate the meaning behind the gestures, these sounds progressed into more and more distinct words or combinations of sounds inevitably leading to speech patterns.
    • The Warning Hypothesis: Language may have evolved from warning signals such as those used by animals.  Perhaps language started with a warning to others, such as Lookout, Run, or Help to alert members of the tribe when some lumbering beast was approaching.
    • The Yo-He-Ho hypothesis: Language developed on the basis of human cooperative efforts.
    •   The earliest language was chanting to simulate collective effort, whether moving great stones to block off cave entrances from roving carnivores or repeating warlike phrases to inflame the fighting spirit.
    • The Lying Hypothesis: E. H. Sturtevant argued that, since all real intentions or emotions get involuntarily expressed by gesture, look or sound, voluntary communication must have been invented for the purpose of lying or deceiving.  He proposed that the need to deceive and lie–to use language in contrast to reality for selfish ends– was the social prompting that got language started.

None of the hypotheses have been scientifically proven; All theories depicting the origin of language are not proven in any way. These are theories, not certain explanations that answer the origin of language. The three that I noted today are the most commonly known theories that try to explain.


A cool concept: Proto-Language. A hypothetical undocumented parent language from which actual languages are derived.

There are a few languages that are thought to be the Proto-Language, but the most commonly believed is the Proto-Indo-European Language.

This infographic shows the origin of each language. Note that the root of the tree is marked Indo-European.




Ted talk summary: Psychologist and author Michael Corballis thinks that language development is closely related to gesture, which made its advances in humans when evolution progressed enough that humans became bipedal.


More notes:

To be done

(Gleneagle database link)

-go to literary references, and then search “Origin of Language”

-Click on academic journal titled “On the origin of language”

On the Origin of Language, Halpern, Mark. Vocabula Review, Jul2011, Vol. 13 Issue 7, p1-15, 15p. (Article)
Abstract: The article discusses the origin and historical development of language.


Above is an article from the Gleneagle Database that talks about the origin of language. Note how the article depicts the topic’s answer/end as “an end without conclusion”


Really useful resource:

The linguistic society of the USA has a little different input on the origins of language. They talk about gene mutations and whatnot, it’s worthwhile to look into.


Another resource I found today:

This talks about a reserach done by a professor in Auckland…look through it.