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An Introduction To Non-aristotelian Systems And General Semantics.

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ON NON-ARISTOTELIAN TRAINING                487
structural, semantic, and linguistic problems, we may take for granted that a great many of them would become able to evaluate properly their own activities and comprehend the harm they do. As a result, quite probably, a great amount of useless, befogging issues, delusional writings and speeches would not be produced, with great benefit to all concerned. No one would censure them. Consciousness of abstracting would accomplish that. They would become their own censors, aided, also, by the newly developed consciousness of abstracting on the part of some members of the audiences or readers.
It would be desirable to experiment and introduce parallel classes in schools for a while; one group continuing in the old-system, the other being trained in the-system. We may expect that at the end of a year the results would be fairly tangible. The ones which acquire the 'consciousness of abstracting' should show a marked improvement in character, should behave better, and should also show better results in scholarship, not to mention, in addition, the preventive semantic benefits in their future life and adjustment. Experimenting under various conditions is very desirable, as we deal with such a tremendously broad and fundamental structural problem that it is impossible at present to foresee more than the main results and bearings.
In a school one three-dimensional Differential should be enough, but in each classroom a large printed diagram, which is published also, should be permanently exhibited on the walls and applied in all studies. This is necessary, not only because such a reminder makes the children thoroughly familiar with the 'characteristics left out', 'natural order'., but also because the children will discuss it and settle their educational and personal difficulties by its aid and so train themselves inreactions. In my practice, I have found that one of the main difficulties of the learner, or in 'thinking', in general, consists in the fact that in any verbal discussion we must utilize different orders of abstractions and m.o terms. If we do not realize this, the problem often seems very involved; once we are conscious of it, however, the problem becomes simple. In fact, it may be said that this special flexibility which is entirely absent in animals and little developed in the primitive man, represents the working mechanism of 'high intelligence', and that this special flexibility can be acquired through proper A training.
The dealing with reflex-reactions and with experimental theories in general has one very encouraging characteristic; namely, that no matter how difficult the theoretical side may be, the practical is invariably extremely simple. Thus, a theoretical treatise on the Einstein theory, or the new quantum mechanics, or on an automobile, radio, or piano, or