The problem of linguistic interpretation in relation to the inner word

This paper explores the relationship between the Stoic-based inner word and the linguistically manifested outer word in the expression and cognition of the Christian initiation in doctrinal interaction. Whereas in the ancient philosophical schools, human teachers conveyed wisdom, the Christian Church Fathers, who defined themselves as philosophical schools, taught about truth in the inner forum of the soul. In Augustine’s philosophy of the soul concerning intellectual cognition, concerning the origin of the inner word, we look at the relationship between sign and thing in cognition from a logical and semantic perspective based on the Platonic and Stoic traditions. This perspective, in the context of the rhetorical culture of the early Christian era, highlights a kind of inophia between the inner word (λεκτόν) and the outer word. The relevance of the topic is justified by the semantic impact of the paradigm shifts in the field of faith formation, due to changes in the meaning of linguistic forms, on the cognition and thinking of the mind. From the epistemological horizon of induction teaching, I investigate whether the phenomenon of language deterioration in the use of language impairs cognition and thinking. Those who look for sources of educational science under the aegis of pedagogy's history are always in a distinct position since they research knowledge formation, whereby they can form the right to access knowledge in any discipline. They may do so as they deal with cognition itself, and thus neither can they disregard the origination of the inner word nor the explication of its concept. My approach is to ask whether the language vocabulary of religious students allows the transmission of specific beliefs, and how the negative linguistic phenomena affecting thinking, amplified by digital transmission of knowledge and what is called „linguistic design”, hinder the actualisation of the spiritual capacities and possibilities that are given by thinking, in the field of cognition and the resulting action and behaviour.