Verbalism

Verbalism is a term used in various disciplines to describe an overreliance on words or verbal explanations at the expense of substance, evidence, or nonverbal information. It can refer to a methodological stance, a rhetorical tendency, or a pedagogical emphasis on language forms. Because the term is value-laden, its precise meaning varies by context.

In philosophy and linguistics, verbalism is often used to criticize analyses that treat linguistic form as the essence of a phenomenon or that equate truth with the correctness of verbal formulations. It is cited in debates about meaning, interpretation, and the relationship between language and reality, where emphasis on words may obscure empirical or experiential aspects.

In education and communication, verbalism can describe teaching that prioritizes memorization of vocabulary, definitions, or spoken presentation over practical understanding or hands-on learning. Critics argue that excessive focus on verbal skills can hinder critical thinking, problem solving, or the development of nonverbal or embodied understanding.

In public discourse and policy, the term may be used to critique slogans, rhetoric, or bureaucratic language that appears precise on the surface but fails to yield substantive results or measurable outcomes. Because verbalism carries normative judgments, its application is often contingent on disciplinary norms and interpretive goals.

Related concepts include emphasis on language use, linguistic form, and the tension between verbal and nonverbal or empirical approaches.