Preoccupied with the Arabic language’s complexity, and striving to find one common pointer of educational strength, this thesis, epistemological in its core, deals, manifestly with typographic issues. Nevertheless, it engages in the cultural, psychological, and neurological in order to serve the educational. It builds upon substantiated historical study of the genetic descent of the letters in general and the Arabic alphabet arbitrariness in particular with their respective cross-cultural interpretations along with related criticisms. From the naïve Cuneiform system of writing to the most elaborate ...