Studying grammar was seen as having an inherent philosophical component in ancient Indian traditions. Learning the grammar of other languages was vital to understanding their cognitional architectures from within their own framework. One of the properties of stem based languages is that there is no category of prepositions. Prepositions in subject object languages are seen as functional links having certain case values. Reductive linguists have coined the term postpositions implying that only the syntax position of these functional words is changed from front to back. In actuality this is far from the case. The gamut of both these kinds of markers (whether as suffixes/prefixes or as separate words) build a complex linguistic architecture and topos of space-time and its kinetics axle. The potential for abstractive poesis is enormous.
A linguistic epistemology based on a conceptual framework of subject-verb-object – irrespective in whatever sequence – does not understand the complex word formation in root and stem based languages. The word is not the standalone primary semantic unit. It is only a certain rendering of the root/stem. Take the example of the word rhythm in English. It is derived from the original Sanskrit rendered root of rit(m). English is a language that borrows from many language streams, hence its adhoc-ness and often lack of any semantic context or associative pattern.
It was only when I started relearning Sanskrit as an adult that I gradually became aware of the passage to linguistic form/space. Learning Sanskrit in school had been a gymnastics of mental memory – both acoustic and visual – mathematical tables of roots with endings – a series of woven patterns. Unlike Latin and Germanic languages, Sanskrit syntax is flexible. There is neither a fixed subject – verb- object nor redundant articles & prepositions. Instead there are roots with different prefixes and endings which give them verbal or noun case functions. Thus कृ kri = do/act/ verb, कृति kriti-creation noun. आकार /Aakaar –form.
What exactly are these linguistic architectures and how does that part of the brain conceptualize, think, organize, process and cognate. Further what is the relationship between sound and its graphic inscription. What is the relationship between speaking-writing-reading-thinking and memory. How does their relationship affect the evolution of language and its cultural evolution.