Piperies Florinas or pepper of Florina? The island or the isle? Was it sent or delivered? Dozens of such questions plague the average speaker of the Greek language, who engages in the Sisyphean quest for the "truth" in these faux dilemmas through slippery pedantic or hyper-adaptive paths.
Although the issue of the educated level in contemporary common modern Greek is not devoid of ideological and socio-political implications due to its connection with the ills of the linguistic question, the Greek language, in terms of structure and use, proves superior to the centrifugal regulatory practices (de)legitimization.
The educated in synchronicity is, in a sense, a idiosyncratic pragmatic level, sociolinguistically and pragmatically determined, connected with all levels of linguistic analysis, relating to the diachrony of the Greek language and the artificial extraction, and primarily concerns a variety in the periphery of the language in the form of deviations and/or fossils.
The educated elements (words, phrases, pieces) sometimes constitute a mandatory and at other times an optional stylistic and semantic-pragmatic choice with specialized/discriminative linguistic and pragmatic function, which tend to morphologically adapt to the demotic but also to be analogically reproduced through (anti)borrowing in special uses.
This collective volume, the result of ten specialized linguists (A. Anastasiadis-Symeonidis, A. Iordanidou, M. Kamilaki, P. Kambaki-Vougiouklis, G. Katsouda, P. G. Krimpas, I. Manolesou, Ch. Basea-Bezantakou, G. Nikolaou, A. Fliatouras) from various fields of linguistics (theoretical, historical, and applied), attempts with sober and descriptive scientific discourse to decode the current function of the educated, to open research avenues, and to answer fundamental questions such as:
- What can be considered educated in contemporary common modern Greek and what is its difference from neo-purist (one aspect of which is the pseudo-educated)?
- How can the degree of educatedness be measured and how do text corpora reflect the changes and the obsessions of the educated?
- What are the boundaries of systemic function and ideological use of the variety?
- What is the lexicographical and educational perspective of the educated?
Eight texts, two indices, two appendices, and dozens of tables with representative material may lead the reader of the volume to wonder: Has the house ultimately become a home or did the home also need the house? And, therefore, is the educated a dead body, a hovering substance, or both?
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