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An Introduction To Non-aristotelian Systems And General Semantics.

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something, or do not learn or remember something., such words take no effect and become useless noises.
One fact should be stressed; namely, that the problem is not one of 'inadequacy of words'. We can always invent 'adequate words', but even the most ideal and structurally adequate language will not be the things or feelings themselves. On this point there is no possible compromise. Many people still utter quite happily, pessimistic expressions about the present language, based on silent assumptions connected with unconscious delusional identification, and believe that in an 'adequate' language the word by some good primitive magic would be identical with the thing. The more the denial of the 'is' of identity is driven home, and the sooner it becomes a part of one's s.r, the sooner the 'consciousness of abstracting' is acquired.
We are now ready to go further into the theory of natural evaluation based on natural order. As a preliminary step, we must show repeatedly the difference between descriptions and inferences, using simple examples. We must stress the fact that words, as such, must be divided into two categories: a first, of descriptive, in the main, functional words; and a second, of inferential words, which involve assumptions or inferences. Thus, 'A does not get up in the morning' may be considered as descriptive. If A explicitly refuses to get up, the statement 'A refuses to get up in the morning' may also be considered as descriptive. If A did not explicitly refuse, this statement becomes inferential, because A may be dead or paralysed. If we would say simply, 'A is lazy', such a statement represents an illegitimate inference of high orders based on ignorance, because in 1933 it is known that 'laziness' represents a symptom of physico-chemical, colloidal, or semantic disturbances. It should be stressed that this discrimination between descriptive and inferential words, although extremely important, is not based on any 'absolute' differences, but, to a large extent, depends on the context. I shall not analyse this problem further, because any parent or teacher who has acquired the consciousness of abstracting himself will find more examples at hand than are needed.
We should notice here a very vital, yet generally diregarded, structural fact - that-human life is lived under conditions which establish a natural order of importance between different orders of abstractions. This natural order should be made the basis of natural adaptive evaluation and so survival s.r. As our lives are lived entirely on the unspeakable level, which includes not only scientific objects and ordinary objects, but, also, actions, functions, processes, performances, feelings, 'emotions'., this level is obviously first in importance, and the verbal level,