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ڥαѸˤ路 Horobin ˤȡ17αѸҲˤϽΥޥե٥åȤǤϤʤ̤ʸͰƤ褦ȤưƤ
16--17ˤ (orthoepy) ȯãȼäˡ (orthography) ؤδؿޤäǾ뤵줿Τϥޥե٥åȤԴäռΤȤǡʤŪʸηϤϺ뤳ȤˤʤäȤɬȤɬä17ʸιͰƤưˤϤ⤦1ġƱͭװäΤǤϤʤȤĹ餯衼åѼҲȤǧƤƥοǤ롥Ťסָפ줫ȤˡסʸפϺ褦ˤʤäȤΤϡήȤƤ⤷Horobin (25) Ѥ롥
Attempts have also been made to devise alphabets to overcome the difficulties caused by this mismatch between figura and potestas. In the seventeenth century, a number of scholars attempted to create a universal writing system which could be understood by everyone, irrespective of their native language. This determination was motivated in part by a dissatisfaction with the Latin alphabet, which was felt to be unfit for purpose because of its lack of sufficient letters and because of the differing ways it was employed by the various European languages. The seventeenth century also witnessed the loss of Latin as a universal language of scholarship, as scholars increasingly began to write in their native tongues. The result was the creation of linguistic barriers, hindering the dissemination of ideas. This could be overcome by the creation of a universal writing system in which characters represented concepts rather than sounds, thereby enabling scholars to read works composed in any language. This search for a universal writing system was prompted in part by the mistaken belief that the Egyptian system of hieroglyphics was designed to represent the true essence and meaning of an object, rather than the name used to refer to it. Some proponents of a universal system were inspired by the Chinese system of writing, although this was criticized by others on account of the large number of characters required and for the lack of correspondence between the shapes of the characters and the concepts they represent.
21θߡʸȤƤγʸԥȥ (pictogram) βǽܤƤ롥ˤȤ٤Ѹ줬17ΥƥΤ褦˿षƤ櫓ǤɬʤΤΡʸȤƤΥԥȥϺؤδؿޤäƤȤΤ϶̣17ȸξϤɤΤ褦оȤǤ
Ϣơ#2244. ԥȥβǽ ([2015-06-19-1])#422. ʸμ ([2010-06-23-1]) ȡ
Horobin, Simon. Does Spelling Matter? Oxford: OUP, 2013.
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