Structure building and thematic constraints in Bantu inversion constructions

Bantu inversion constructions include locative inversion, patient inversion (also called subject–object reversal), semantic locative inversion and instrument inversion. The constructions show a high level of cross-linguistic variation, but also a core of invariant shared morphosyntactic and information structural properties. These include: that the preverbal position is filled by a non-agent NP triggering verbal agreement, that the agent follows the verb obligatorily, that object marking is disallowed, and that the preverbal NP is more topical, and the postverbal NP more focal. While previous analyses have tended to concentrate on one inversion type, the present paper develops a uniform analysis of Bantu inversion constructions. Adopting a Dynamic Syntax perspective, we show how the constructions share basic aspects of structure building and semantic representation. In our analysis, cross-linguistic differences in the distribution of inversion constructions result from unrelated parameters of variation, as well as from thematic constraints related to the thematic hierarchy. With some modification, the analysis can also be extended to passives

Toward an Anthropology of Mathematizing

This essay investigates the practical ways that artists and craftspeople cultivate mathematical sensibilities through their practical immersion in making and problem-solving. Mathematical sensibilities refer to skilled kinds of perception and heightened levels of attention and discernment regarding the qualitative properties of an object or composition, such as its shape, proportion, balance, symmetry, centredness, alignment or levelness. It also includes an ‘intuitive’ quantitative sense of volume, mass, weight, thickness and dimension. The objective of the investigation is not to describe the ways that a maker’s existing knowledge and training in formal mathematics is put into practice, but rather to elucidate the ways that their practices of making produce kinds of ‘non-formalised’, context-dependent mathematical understanding and knowledge. The starting point for exploring embodied mathematizing is therefore not from the cognitive or neurosciences, psychology or formal mathematics, it is argued, but rather from a phenomenological approach – ‘an opening on the world’ – that attends to person, materials, tools and other physical and qualitative features that make up the total environment in which activity unfolds