Naming Things
Giving something a name...
How important could it be?
Most of us rarely give it much thought. Yet it is a crucial part of what makes us human and opens the door to science.
Language, names, concepts... They are so deeply intertwined. In this piece, I want to explore that a little.
What Was the Greatest Attribute of Earth’s Vicegerent?
“When your Lord said to the angels, ‘I will surely place a vicegerent on earth,’ they said, ‘Will You place there someone who will spread corruption and shed blood, while we glorify You with praise and proclaim Your holiness?’ He said, ‘I know what you do not know.’
He taught Adam all the names, then showed the things bearing those names to the angels and said, ‘Tell Me their names, if you speak the truth.’
They said, ‘Glory be to You! We have no knowledge except what You have taught us. Surely You are the All-Knowing, the Wise.’
He said, ‘Adam, tell them the names of these creatures.’ When Adam had named everything, He said, ‘Did I not tell you that I know what is hidden in the heavens and on earth? I know what you reveal and what you conceal.’
(Al-Baqarah, verses 30, 31, 32, and 33)
What made Adam the vicegerent on earth, above all, was his ability to give things names... And it was naming things that made Adam and his children masters of the earth.
This is not unique to the Quran. Consider what other scriptures and mythologies say:
“In the beginning was the Word. The Word was with God, and the Word was God. He was with God in the beginning. Everything came into being through Him; nothing that came into being did so without Him.”
—The Bible, Gospel of John, 1:1–3
“The LORD God formed all the animals of the earth and all the birds of the sky from the ground and brought them to Adam to see what he would name them. Whatever Adam called each living creature became its name. Adam named all the domestic and wild animals and the birds of the sky.”
The Torah, Book of Genesis, 2:19–20
“Humans were created from maize, and the gods gave them the power of speech. This made them superior to other creatures, because they could name things and communicate.”
Popol Vuh, Maya Mythology
“Vak, the Word, was the beginning of everything. She was the greatest of the gods. Through Vak, humans communicate with the gods and share knowledge.”
Rigveda, Hindu Mythology
“Ptah conceived the world in his heart and spoke it with his tongue. Through his word, everything came into being.”
The Myth of Ptah, Egyptian Mythology
“Confucius said: ‘Names must be correct. When names are correct, language is correct. When language is correct, affairs are correct.’”
Lunyu (Analects) 13:3, Confucianism
“In Hesiod’s Theogony, when gods and humans are named, their names determine their natures and roles.”
Theogony, Hesiod, Greek Mythology
“Unkulunkulu, the Supreme God, creates the first humans and the world and gives them names. Names determine the nature and duties of beings.”
Zulu Mythology
“The gods give names to the humans who emerge from the roots of the tree Yggdrasil and breathe souls into them.”
Völuspá, Norse Mythology
“In the Dreamtime, the creators give names to animals, plants, and humans and place them in the world.”
Dreamtime, Aboriginal Mythology
“After defeating Tiamat, the goddess of chaos, Marduk orders the universe and creates humans. The gods give humans various duties and names.”
Enuma Elish, Babylonian Mythology
“The first humans pass through four worlds and arrive in the fifth. The gods give these humans and animals names and settle them in the new world.”
Navajo Mythology, the Story of the Four Worlds
“Nü Wa creates humans from yellow earth and gives them names.”
The Myth of Nü Wa, Chinese Mythology
“Izanagi and Izanami create the Japanese islands and the gods. They give names to humans and other beings.”
Kojiki and Nihon Shoki, Japanese Mythology
“Amma unites with the earth, creates the first human, and gives him a name. Names determine the nature and duties of beings.”
Dogon Mythology
The ability to name things is uniquely human.
Those things can be simple and concrete: a table, a chair, a book... Abstraction is another level entirely. When we learn a foreign language, we first learn concrete things. The hardest words are usually abstract ones describing a situation or an event. Yet every concept we learn brings a leap in our awareness. We grow through it.
The same is true of societies. Societies that, like Adam, can give “things” names of their own have always advanced. They also acquire a form of nonmilitary authority over other societies. Let us turn to the scientific side of the question.
Jean Piaget’s Theory of Cognitive Development
Jean Piaget was a psychologist who studied children’s cognitive development and made important contributions to the field. His theory of cognitive development seeks to explain how children perceive and understand the world. It consists of four main stages:
- The sensorimotor stage (ages 0–2),
- The preoperational stage (ages 2–7),
- The concrete operational stage (ages 7–11),
- The formal operational stage (ages 11 and up).
Each stage involves distinct changes and advances in a child’s cognitive abilities. During the sensorimotor stage, for example, children begin to understand object permanence, while the concrete operational stage brings the development of logical thinking and classification skills.
Jean Piaget
According to Piaget’s theory, children are active learners who construct knowledge through their own experiences. They use two fundamental cognitive processes: assimilation and accommodation. Assimilation is the process of fitting new information into existing cognitive structures. Accommodation involves changing those structures when new information is encountered. For example, after becoming familiar with a dog, a child identifies another similar four-legged, barking animal as a dog as well—assimilation. When the child has to learn that a cat is a different animal, however, they modify their cognitive structure—accommodation.
Piaget argued that play has an important role in children’s cognitive development. It helps children understand the real world and develop their own cognitive structures. Symbolic play, for example, develops children’s ability to represent objects and events during the preoperational stage. In the concrete operational stage, games with rules reinforce logical thinking and problem-solving skills. Piaget therefore emphasized the importance of learning through play in education.
Piaget’s theory has important educational applications and underpins many curricula. Drawing on his stages, teachers offer students appropriate learning materials and activities. Visual and auditory materials, for example, can be used with children in the preoperational stage, while experiments and hands-on materials can be used with those in the concrete operational stage. This approach aims to support children’s cognitive development and make learning more effective.
Lev Vygotsky’s Social Development Theory
Lev Vygotsky was a psychologist who argued that social interaction and cultural contexts shape cognitive development. His social development theory emphasizes that cognitive development occurs through social interaction and language. In his view, children acquire knowledge and learn by interacting with others. More capable individuals, such as teachers and parents, support children’s cognitive development by guiding them. Vygotsky explains this process through the concept of the “zone of proximal development,” or ZPD.
The zone of proximal development refers to tasks a child cannot perform alone but can accomplish with guidance and support. Vygotsky argued that this is where learning is most effective. A child struggling with a math problem alone, for example, may be able to solve it with a teacher’s help. This guidance allows the child to move beyond their existing abilities and develop more advanced cognitive skills. The ZPD plays an important role in teaching strategies, helping teachers maximize students’ learning potential.
Language is crucial in Vygotsky’s theory. It is one of the main tools supporting cognitive development and is learned through social interaction. According to Vygotsky, language initially serves a social purpose and later comes to play an important part in an individual’s internal thought processes. Children first learn language by communicating with others, for example, and then begin to use those language skills in their own thinking. The concepts of “private speech” and “inner speech” explain this process.
Vygotsky also emphasized learning through play and imitation. Play helps children understand social roles and norms and develop cognitive skills. When playing, for example, children enact different social roles, developing skills such as empathy, problem-solving, and cooperation. Imitation enables children to repeat behaviors and skills learned from more capable individuals.
Vygotsky’s theory supports collaborative learning strategies in education. Teachers encourage students to learn by interacting with one another and with their teachers. Group work and discussions, for example, can help students develop more complex cognitive skills through guidance and support within their ZPDs. This approach emphasizes the social nature of learning and the importance of maximizing students’ potential to learn from one another.
“Don’t Just Repeat Things You’ve Memorized”
Humans are imitative apes. We have an extraordinary capacity for imitation and learn almost everything in language by imitating. First, we listen; then we imitate the sounds we hear. When what we imitate works, it becomes established and enduring. “Ahmeeeet, where’s Daddy? Where’s Daddy?” someone says, pointing to the father. After a while, when the child wants to sit on his father’s lap, for example, he says “baba,” a simple repeated syllable. And bingo: he ends up on his father’s lap. He has learned that it works. This is precisely why the biggest difficulty in learning a foreign language in Türkiye is the lack of a setting where we can get feedback. We try to learn without knowing whether we are speaking correctly, pronouncing correctly, or even hearing correctly. What we learn stays on paper. It never becomes part of life.
Of course, this reliance on memorization does not end in infancy. We watch a series or a film, identify with a character, and start talking like them. From the swear word we utter when we bang our foot against a table to the sentences that spill out when we are overwhelmed by love, we have generally heard our words somewhere before. There is nothing wrong with that, of course. But this is where the greatest distinction between an educated and an uneducated person begins to show.
Let me explain.
In the flow of everyday life, memorized phrases and stock expressions are not particularly troubling. But when someone wants to tell another person how they feel or think, the conceptual world in each person’s mind reveals everything, whether they are speaking or listening. Ludwig Wittgenstein, who thought deeply about language, put it beautifully: “The limits of my language mean the limits of my world.” We understand the world only to the extent allowed by our language, the words we possess, and the phenomena we grasp. Even if we want to go further, we cannot. The only way is to learn language well—beginning with our native language—and enrich our conceptual world. To do that, we need to talk with thoughtful people, build a circle that helps us grow intellectually, and read widely.
What does a baby do when it cannot express itself?
It cries.
If a little older, it shouts and makes a scene. Being understood is a need.
Every relationship begins with “this person understands me” and ends with “you don’t understand me.” Understanding brings people closer. Those who fail to understand merely “condemn,” as the famous Latin saying has it.
How, then, can we reach an understanding with someone who speaks in stock phrases and has a narrow conceptual world? You cannot reach an understanding; you can only steer them. Mutual understanding requires communication, whereas emotions are steered and managed. Such a person will continually express themselves poorly or continually misunderstand you. And what does someone unable to express themselves do? Very often, they resort to violence. They resort to manipulation. In short, there is no communication, only an animal struggle to herd or be herded, a contest over who will establish authority over whom. There are attempts to send messages through appearances and symbols. There is a constant effort to seem bigger: stronger, higher in status, richer, smarter. But there is certainly no communication. They have no words of their own with which to communicate, explain their feelings, or substantiate their thoughts. The mental groundwork is absent. Words simply float around in their minds, each existing to express a feeling while they remain captive to their emotions. There is little in the way of thought. In its place are memorized formulas, beliefs, and dogmas.
In short, little has changed since childhood.
They are no different from an ape.
Because their minds have barely advanced since infancy, these people start shouting whenever they feel unable to express themselves. “Woman, are you trying to drive me mad?” they say, banging the table, or “Don’t taaaalk to me, you animal!” before sulking. There is no mutual understanding, only cooperation to serve mutual interests and meet needs.
The Human Being Who Creates Themself
The human being is a remarkable animal, capable of educating itself and freely choosing a path. Our choices affect our lives so profoundly that, generally, we are all living with their consequences. Getting up early—or not—is a choice, not fate. Learning to use a knife and fork properly and doing so in everyday life is a choice. Reading that book is a choice; putting it off is another. In short, thousands of choices, often made without our realizing it, have brought us to where we are today.
Language is this animal’s only weapon. It has no fur, sharp teeth, or claws... It cannot swim like a fish or fly like a bird... Yet, thanks to its words, it is now trying to establish a colony on Mars. I will return to that.
In my view, our personal choices are also closely tied to whether we have something we care about deeply. Someone with self-respect never stops seeking respect. They are inclined to do whatever a dignified life requires. If they find themselves making a mistake, they quickly change course; if something feels disrespectful, they immediately cut ties with it. That is why self-respect, self-love, and self-confidence are the foundation of everything. For someone who lacks them, there is no end to how far they can sink...
As with every problem, the solution starts with “naming it.” In other words, diagnosis first, then treatment. The self-awareness to say, “By doing this, I am disrespecting myself,” is the first stage. When you make it your concern and begin trying to solve it, you have entered a different phase. Diagnosis is not enough; effort is needed too. This, again, has much to do with definitions and giving things their proper names. People deceive themselves by calling things something other than what they are. Yet solving anything in life begins with “calling an ass an ass”—defining something accurately as what it is.
What, for example, is a family? What is respect? What is democracy? None of these can simply mean one thing to me and another to you. The dictionary definition exists; you can look it up. Philosophy begins by defining. Every philosopher defines phenomena through an epistemological or ontological lens, then builds ideas on those definitions. Defining something means laying a foundation.
Academic progress works the same way. Whatever field you claim expertise in, you must first learn its fundamental concepts. Then you need to internalize the contexts in which those concepts sit and reach the point where you can interpret things through that context. Definitions and contexts are themselves intertwined, but that is another subject, perhaps for another piece.
We are left with two things: 1—Reaching the intellectual maturity to define what we are facing. 2—Deciding how to position ourselves in relation to it: where to place it and in what context...
I think we should ask ourselves: Do I truly understand this concept I am using, or all these things I think I know, or have I simply memorized them somewhere?
“By the Pen and What They Write”
What difference can a pen make? As I said above, humans have no claws, fur, or sharp teeth, but they have words and a pen. Think of an airplane. Getting one into the air requires expertise in dozens of fields, from electronics to metallurgy, physics to chemistry, computer technologies to engineering. Even its coatings, the merchandise inside, and ticket sales fall within separate fields such as advertising, business administration, and marketing. The most impressive part is that all of this rests on a pen. One person writes; another reads. That reader distills what they have read and adds something new by writing more. Civilization is built brick by brick.
Pause for a moment and think about the pen’s contribution to our civilization. Think, too, about how it can make us human and the power it gives us. Is someone who can wield a pen the same as someone who cannot? Is being able to write the same as being able to speak? In any language—even your native one—isn’t writing the hardest skill and the last to be learned?
This is a little theological, but I would like to share it because it is something I love. Everyone talks about the first revealed verse of the Quran: the famous “Read” in Surah Al-‘Alaq. One day, I asked myself which surah was revealed second, and found that it was “The Pen.” In other words, while the first surah says “Read,” in the second a being claiming to be the creator of the universe swears not by the sun or moon, but by the pen: “Nun. By the pen and what they write.” Nor is that all. In the famous Surah Al-‘Alaq, the text says, roughly translated, “Your Lord is the most generous,” then uses the connective “alladhi” to link that generosity to being the one “who taught humanity the use of the pen, who taught humanity what it did not know.” The Book of Proverbs in the Old Testament similarly celebrates knowledge and wisdom. I strongly recommend it to anyone interested.
Being Able to Think Conceptually
After all that, let us make conceptual thinking a little clearer so the discussion does not remain abstract. To make it easy to follow, I will proceed mostly point by point.
Conceptual thinking is the ability to understand and work with abstract ideas and complex concepts, and to make connections between them. It involves working with general principles and abstract concepts rather than concrete objects or situations. Conceptual thinking enables people to:
- Categorize and organize information;
- Establish relationships between different ideas;
- Analyze complex problems and develop solutions;
- Develop new, creative ideas;
- Understand large-scale systems and processes.
This way of thinking plays an important role in many areas, from everyday life to scientific research, artistic creativity to business strategy.
Although conceptual thinking is an innate ability, it can be developed through conscious effort and appropriate strategies. How can we improve it?
- Mind Mapping: Creating mind maps to visualize relationships between concepts is an effective way to develop conceptual thinking. The technique helps organize information and uncover connections between concepts.
- Interdisciplinary Learning: Making connections across disciplines nurtures conceptual thinking. Exploring relationships between art and science, for example, can deepen our understanding of both.
- Working on Abstract Problems: Tackling abstract problems, such as mathematical problems or philosophical thought experiments, develops conceptual thinking skills.
- Using Metaphors and Analogies: Connecting complex ideas with more familiar concepts strengthens abstract thinking and makes new connections possible.
- Critical Inquiry: The habit of questioning assumptions and considering different perspectives is a fundamental component of conceptual thinking.
As I have discussed at length above, developing conceptual thinking increases the capacity of individuals and societies to deal with complex problems, produce solutions, and understand the world more holistically.
As for what this ability, which can give us remarkable skills in everyday life, makes possible, I would roughly list the following:
1. Breaking Mental Patterns
As I tried to explain in some detail above, perhaps the greatest obstacle to conceptual thinking is our existing mental patterns. Habits and ways of thinking acquired over the years can block new and different approaches. To overcome this, you can deliberately practice “thinking outside the box.” Take an everyday object and imagine unusual uses for it. Could a pen be used not only for writing, but also as a hairpin, a marker, or a miniature garden stake? Exercises like these open our minds to new possibilities. Push a little at the contexts in which things are placed.
2. Dealing With Uncertainty
Conceptual thinking often requires working in uncertain, ambiguous territory. Many people find this uncomfortable because our brains tend to perceive uncertainty as a threat. To overcome that difficulty, we must learn to make peace with uncertainty. Meditation and mindfulness can help us learn to live comfortably with it. If you are religious, trust in God and surrender to His will can also help greatly. You can also play the “what if?” game. By repeatedly asking “what if?” about an idea or situation, you can explore different possibilities and begin to see uncertainty as an opportunity rather than a threat. Just do not misunderstand the exercise and trigger your anxiety.
3. Gaps in Knowledge
Conceptual thinking requires connections between different fields. Without sufficient knowledge, however, making those connections becomes difficult. To overcome this obstacle, we must cultivate a habit of lifelong learning. Aim to learn something new every day: watch a TED talk, read an article, or learn a new skill. Talking with people from different fields is another excellent way to broaden your knowledge.
4. A Lack of Time and Patience
Conceptual thinking takes time. In today’s fast-paced world, finding time to think deeply can be difficult. To address this, schedule sessions of “deep work.” Set aside particular times of day for sustained thought, free of distractions. Turn off your phone, stop checking your email, and focus solely on thinking. It may feel difficult at first, but over time these may become your most productive hours.
5. Fear of Criticism
This may be the greatest obstacle of all. Producing new, unusual, unconventional ideas means opening yourself to criticism. That fear can inhibit creative thinking. I have often seen people censor themselves because they worry, “Will I look stupid if I ask this?” Do not worry about looking stupid. Get things done. To overcome the fear, you can also organize group sessions devoted to “bad ideas.” Aim to generate as many bad ideas as possible. The exercise reduces fear of criticism and frees your creativity, because the best ideas sometimes emerge from those that seem worst.
6. Pressure to Focus on Tangible Results
In business or academia, pressure for quick, tangible results can inhibit conceptual thinking. Einstein’s theory of relativity was initially an abstract concept, yet today it has many practical applications, from GPS systems to nuclear energy. Take your time, and do not be afraid of seeming strange.
7. A Lack of Motivation
Conceptual thinking requires mental energy, which can sometimes be hard to find. To address this, try seeing it as a game or an adventure. Ask yourself interesting questions and treat answering them as a voyage of discovery. A question such as “What would the world be like if gravity suddenly reversed?” can both entertain you and broaden your thinking.
Remember, conceptual thinking is like a muscle: the more you use it, the stronger it becomes. As Albert Einstein said, “You cannot solve a problem at the same level of thinking that created it.” That is precisely why conceptual thinking matters. It gives us the ability to see and solve problems at a different level of thought. As you develop this ability, your potential to overcome challenges and change the world will grow.
I will stop here rather than make this piece any longer. I will return to these subjects in other articles. One last thought: if every concept is a brick, building a world out of those bricks is in your hands.
In fact, Müslüm Baba summed all of this up beautifully in his song:
All the best...