SCIENCE AND SANITY - online book

An Introduction To Non-aristotelian Systems And General Semantics.

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ON NON-ARISTOTELIAN TRAINING
471
the Differential before my eyes practically always and am the author of the present system, yet every once in a while I catch myself with one of the old vicious semantic habits. Habits, and particularly linguistic habits, may be very pernicious and difficult to change. need
Mart with profound theoretical considerations; we may start with any familiar daily-life objects and a microscope or magnifying ({lass. We bring the Differential into the classroom, with labels (except one) detached, but do not proceed to explain it. We start with a little semantic experiment upon the subject of 'allness'. We take any actual object, an apple, a pencil, or anything else which is familiar to the children. The principles involved are entirely general and apply to all objective levels in a very similar way. We tell them that we will have some fun. Then we ask them to tell us 'everything' or 'all' about the object in question; in this case, the apple. When the children begin to tell us 'all' about it, we write the characteristics down on the black-board. This last is vital. We must have a visual and extensional record of the ascribed characteristics. When the children have exhausted their ingenuity in telling 'all' about the apple, we should not be satisfied. We should make them doubt, urging them that, perhaps, they did not tell 'all' about it, using the word 'all' continually. The term 'all' should be stressed and repeated to the point of the children's being thoroughly