ON NON-ARISTOTELIAN TRAINING 473
(e.g., the dynamic structure of seemingly solid materials). We must select the data according to the age of the children or the knowledge of the grown-ups. Everything said should be demonstrated empirically from a structural point of view.
The next step is to demonstrate practically that an object taken from different points of view has different aspects for different observers. We may use different objects or wooden geometrical figures painted with different colours on different sides. We may place the object in different positions and ask the children their descriptions, which should be written down. The descriptions will, of course, be different, and the children should be made thoroughly aware of this. In all these preliminary exercises the ingenuity of the teacher has a vast field for exercise, and we do not need to enter into details.
When all these results have been accomplished on the level of the least developed child, we then proceed to explain the Differential as a structural diagrammatic summary of the above results. It is a positive condition that the new language be used, and that an object be described as an abstraction of some order. If this vital structural point is disregarded, most of the psycho-logical semantic benefits of 'non-allness' are either lost or greatly lessened. We should make this term clear to the child, and should train him in its use, as it appears uniquely in accordance with the structure and the functioning of his nervous system. The child should be warned that the old languages are not structurally suitable for their future understanding and semantic adjustment. This warning should be repeated seriously and persistently.
Having eliminated 'allness', we begin to eliminate the 'is' of identity, which, at the primitive and infantile stages of racial human development, happens to be extremely ingrained in our s.r, embodied, as it is, in the structure of our daily language. As was explained before, identification is a natural reaction of the animal, the primitive man, and the infant, reflected and systematized in the A and older linguistic systems, which, through the ignorance or neglect of parents and teachers, is not counteracted and so is continued into the lives of children and grownups, until, finally, it becomes embodied in the structure of what we call 'civilization' (1933). In a theory of adjustment or sanity we must counteract this animalistic, primitive, or infantile s.r by building a -system, which entirely rejects the 'is' of identity.
In the-system, through the use of this 'is', different orders of abstractions were unconsciously identified in values, in obvious contradiction to empirical facts. In other words, being identified in values, they were treated as of one order or on one level and so did not necessitate