psychiatry, which acquaintance would eliminate many harmful cults. It thould be fully realized that the older chemistry which dealt with different 'substances', having different 'properties', could have been treated by A subject-predicate and two-, or three-valued means. But not so in 1933; the older chemistry is gone, and today we deal only with a special branch of physics based on structure; the newer physics of high pressure show clearly that many of the older characteristics of 'substances' are only accidental functions of pressure, temperature, and what not, which vary in a bewildering way, requiring new semantic principles, new epistemologies.; in short, a new non-el and oo-valued -system. In other words, whoever retains the A s.r is entirely unable to 'think' scientifically in the modern sense. If we want to have a science of man or a 1933 science of medicine., the first step is to revise thoroughly the A-system.
i In fact, many more interconnections and interrelations could be shown which would make still more obvious how a -system results from, and leads to, modern scientific results, which can be extended and applied to all human concerns only after a general formulation as a system.
4) If the difference between the animal and man consists in the capacity of the latter to start where the former generation left off, obviously humans, to be humans, should exercise this capacity to the fullest extent. If we fail to do this, we again 'copy animals in our nervous reactions', which copying is the very thing we should struggle against. This 'where the former generation left off' would not only include all science, but also epistemology and the 'wisdom' which through painful experiences each former generation has accumulated., which, in principle, should be given to every child. Under the A conditions of our present education., systems, and evaluational systems, this is completely impossible and may sound visionary. Thus, to acquire scientific knowledge in all fields, one would have to spend a lifetime devoted to science, entirely free from financial worries., and even then he would only be able to acquire a small part of it. Before any older epistemological insight could be imparted, one should not only have special gifts, interests., but should also have an enormous amount of knowledge before such an education could be attempted. Similarly with 'wisdom'. The older and the younger generations, by colloidal necessity, cannot fully understand each other and, to a large extent, have mutual mistrust, which, as yet, is an entirely normal A s.r,.
In a non-el, -system this whole situation becomes radically changed. The impossible is made possible; I may say more, it is made