INTRODUCTION TO THE SECOND EDITION xxxix
branch of science and life. The separate issues involved are not entirely new; their methodological formulation as a system which is workable, teachable and so elementary that it can be applied by children, is entirely new.
The experience of my co-workers, mostly educators and psychiatrists, and my own, shows that about ninety per cent of those who train themselves seriously in the new extensional methods definitely benefit in various degrees, and in ways so varied as to be unpredictable.
Theory and empirical results show that these new methods involve psychosomatic factors which help the balancing and integration of the functions of the nervous system, while the prevalent and traditional in-tensional methods of evaluation tend to disintegrate these functions. The nervous mechanisms involved work automatically one way or another, harmfully or beneficially, depending on the methods with which we utilize them. This has not been fully realized before.
The new methods eliminate or alleviate different semantogenic blockages; many 'emotional disturbances', including even some neuroses and psychoses; various learning, reading, or speech difficulties, etc.; and general maladjustments in professional and/or personal lives. These difficulties result to a large extent from the failure to use 'intelligence' adequately so as to bring about proper evaluation.
It is well known that many psychosomatic symptoms such as some heart, digestive, respiratory, and 'sex' disorders, some chronic joint diseases, arthritis, dental caries, migraines, skin diseases, alcoholism, etc., to mention a few, have a semantogenic, and therefore neuro-semantic and neuro-linguistic origin. In general semantic training we do not go into the medical angle as such. We eliminate the harmful semantogenic factors, and in most cases the corresponding symptoms disappear - provided the student is willing to work at himself seriously.
Section B. Some difficulties to be surmounted.
1. THE ATTITUDES OF 'PHILOSOPHERS', ETC.
'Philosophers', 'psychologists', 'logicians', mathematicians, etc., are somehow unable to comprehend that their work is the product of the
I to form a complex unity; a whole composed of parts in orderly arrangement according to some scheme or plan. ... A set of principles, etc.; a scheme, method. The Mt of corollated principles ... or statements belonging to some department of knowledge ... a department of knowledge . . . considered as an organized whole; t comprehensive body of doctrines, conclusions . . . An organized scheme or plan of action; an orderly or regular method of procedure. ... A formal, definite or Mtahlished scheme or method . . . systematic form or order.' Etc (The Shorter Offord Ilni/lish Dictionary on Historical Principles.)