Abstract
The paper exposes some essential points of our one and a half decade research results within new approach to study prehistoric stages of human language development mainly in times of ergaster-erectus domination and reflects our reaction to the protracted conceptual crisis in the comparative linguistics. As a result of fundamentally incorrectly stated goals, most of the researchers artificially limited themselves both by the defined scope of the problems to solve and by the methods used. Becoming tightly tied knot of up to now unsolved intrinsic contradictions, today comparative linguistics needs radical change. We have developed a synthetic approach that has proved its effectiveness. Our model is well aligned with prehistoric data of auxiliary historical disciplines and even IBM Genographic project. The results offer further opportunities for interesting studies.
Highlights
Complicated and probably completely inexplicable phenomenon, human language origin still excites thought and imagination of today researchers
It is quite real to get a sequencing for appearance and spread of some prehistoric cultural achievements from some ethnic groups to other ones, basing on lexical material of language families with the addition of the above mentioned facts from auxiliary historical disciplines
Linguistic Society time, 1866 ban to deal with the origin of language, or later "scientific schools", definitely measuring the research value by its relevance to their own understandings
Summary
Complicated and probably completely inexplicable phenomenon, human language origin still excites thought and imagination of today researchers. The true information strength of linguistic knowledge as sources to clarify and build consistent picture of human culture prehistory is properly invaluable so far It is much wider and even immense problem within comparative studies themselves. It is quite real to get a sequencing for appearance and spread of some prehistoric cultural achievements from some ethnic groups to other ones, basing on lexical material of language families with the addition of the above mentioned facts from auxiliary historical disciplines. Linguistic Society time, 1866 ban to deal with the origin of language, or later "scientific schools", definitely measuring the research value by its relevance to their own understandings The harm of such activities for free and fair development of scientific knowledge needs no explanation. Despite a widespread assertion that history does not teach anyone anything, one must take the lessons from the historical facts being often rather enlightening
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