SCIENCE AND SANITY - online book

An Introduction To Non-aristotelian Systems And General Semantics.

	CONCLUDING REMARKS	553
	tic components which, once discovered, are childishly simple, and can be given in elementary education. Science represents the highest structural abstractions that have been produced at each date. It is a supreme abstraction from all the experiences of countless individuals and generations. Since the lower centres produce the raw material from which the higher abstractions are made, and these higher abstractions again influence the working of the lower centres, obviously some means can be devised to put back into the nervous circuits the beneficial effects of those highest abstractions. The above statement may appear visionary, and many are likely to lay, 'It cannot be done'. Now, the main contention of the present theory, verified empirically, is that it can be done in an extremely simple way, provided we study the neglected non-el aspects of mathematics and science; namely, their structural and semantic aspects. Such study has helped us to discover in a-system the means for affecting lower centres by the products of the higher centres of the best men we had. We have already discovered that all advances in science and mathematics supply us with an unbelievable amount of purely psycho-logical and semantic data of extreme simplicity, which, without any technicalities, can be imparted to the masses in elementary structural education. Such education allows us to give very simply to children the 'cultural results', or to impart the s.r, which are the aim of university training, in a relatively short period and without any technicalities. These benefits, under an A education, are too rarely acquired even by university graduates, and impossible to impart to the masses, who are left helpless with archaic, delusional structural assumptions. From one point of view the A issues are childishly simple and obvious, but from another, because of the power of old established habits and s.r, are quite difficult for the grown-ups to apply. It seems evident that an infant must be under the influence of the standards of evaluation of those who take care of him, automatically connected with the structure of the language he is taught. Under such unavoidable conditions, it is obvious that to give the full benefit of a -system in the training of children, parents and teachers should, themselves, have entirely absorbed these new standards. A civilization will require a unification of all existing human disciplines on the base of exact sciences. This unification will require all scientists, mathematicians, physicists, and psychiatrists included, to become acquainted and fully to practice standards of evaluation. A revision would have an international and interracial application, requiring a very thorough revision of all doctrines, a better acquaintance of