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60 Reading Between the Signs

(Highwater 89). Things are not always divided neatly into the realm
of the objective, defined by sequences of cause and effect, and
the realm of subjective feelings about those facts. It is the inter-
weaving of these two seeming opposites which determines real-
ity to many native peoples. The focus is more on eternal recurring
cycles than on a linear time which moves ever forward in predict-
able progression (90–91).
In fact, the Hopi language, studied in depth by Benjamin Whorf,
seems to contain no words or grammatical constructions that re-
fer to what we think of as “time,” including no references to the
past, present, or future. To our Western minds, used to seeing
time as a concrete commodity that is measured by clocks and
calendars, this way of relating to the world seems completely alien
if not mystical—something out of this world.

Reasoning and Rhetoric
Suppose you read in the newspaper that there is to be a lecture on
the question, “Can Chocolate Really Increase Your Intelligence?”
Sounds interesting, so you decide to attend. Driving over to the
lecture hall, you might anticipate the shape the lecture could take:
after a short introduction to the topics of chocolate and intelli-
gence, the speaker, you might expect, will quote studies, cite sta-
tistics, and refer to expert opinion. The discussion will most likely
include charts, graphs, and scientific terminology. The speaker,
you imagine, will probably conclude with a summation of her
points in a logical sequence to convince you of the validity of her
position.
What if, to your surprise, instead of beginning with general
comments, the speaker starts by describing the history of choco-
late since the Renaissance and the many ways intelligence has
been viewed throughout the ages. You might squirm a little in
your seat and try to suppress a yawn. What if the speaker then
tells detailed personal stories about people she knows who have
eaten a lot of chocolate and become a lot brighter? You might feel
confused or doubtful and wonder, “Where’s your proof?” And what
if, rather than a cool objective discussion of test scores and chemi-
cal analyses, the speaker recites poetic analogies in a loud voice,
gesturing broadly? What if she repeats herself in an exaggerated
fashion and appears quite emotional? You would probably judge
her immature. When, instead of facts and evidence, she quotes

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