SCIENCE AND SANITY - online book

An Introduction To Non-aristotelian Systems And General Semantics.

Home | About | Philosphy | Contact | Search

to foresee details, but, as the full consciousness of abstracting leads to s.r which, also, follow unconsciously, or which should so follow, from the study and acquiring the feel of the calculus, - students of mathematics would, perhaps, be the most desirable. Any specialist in a new line of work has to learn a great deal, and this cannot be avoided; but it makes a difference what kind of training one has had as a young person. Thus, it is simpler for a student of mathematics to learn about psychiatry, or psycho-logics, than for a psychiatrist or a psycho-logician to learn mathematics. However, for a person with university training, this is less important than a genuine willingness to master the subject. Once the consciousness of abstracting has been acquired by such a student, his semantic blockages will be eliminated. He will then have no difficulties whatsoever with details, or even in doing creative work along this line.
With very young children, in the beginning an hour a day for several months should be devoted to the subject. When they have acquired the consciousness of abstracting, the results should not be entirely trusted as to permanence, but, at least, once a week the problems should be recalled to them. How many hours a week should be devoted to it in high schools, colleges, and universities I shall not venture to suggest, because the working hours in these institutions are already very crowded. The training in consciousness of abstracting automatically eliminates an enormous amount of semantic blockages, and would facilitate the acquisition of learning in all branches of knowledge, and so save 'time' and effort - the more so, if the respective teachers themselves were to become conscious of abstracting.
The beneficial results which are to be expected may be found in better scholarship, more interest in studies, improved character, higher m.o intelligence, and a better general adjustment. All of this seems quite apart from the preventive character of the training as a protection against many semantic disturbances in the future. But when teachers of all subjects acquire consciousness of abstracting themselves, they will probably discover new means and methods of conveying mpre simply and more effectively what they wish to convey to their pupils. I am convinced that the hours spent on semantic training would actually turn out to be an important economy of efforts. Moreover, it would effectively give the children and students the highest grade of cultural training, which at present we acquire only occasionally and with difficulty, without the conscious co-operation of our teachers.