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An Introduction To Non-aristotelian Systems And General Semantics.

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TERMINOLOGY AND MEANINGS                     27
aspect is not abolished, but is simply less prominent or less effective. Thus, in morons, imbeciles, and in many forms of infantilism, the 'thinking' is very 'emotional' and of a low grade; in so-called 'moral imbeciles', and perhaps in 'schizophrenia', the 'thinking' may be seemingly 'normal', yet it does not affect the 'feelings', which are deficient.
From the non-el semantic human point of view, any affect only gains meanings when it is conscious; or, in other words, when an actual or assumed set of relations is present. In an ideally balanced and efficient human nervous system, the 'emotions' would be translated into 'ideas', and 'ideas' translated into 'emotions', with equal facility. In other words, the s.r of a given individual would be under full control and capable of being educated, influenced, transformed quickly and efficiently - the very reverse of the present situation. The present enquiry shows that the lack of psychophysiological methods for training and lack of analysis and understanding of the factors involved, are responsible for this deplorable situation.
The above processes are quite obvious on racial grounds, if we study science and mathematics from the semantic point of view. With very few exceptions, we only fail individually. For instance, a Euclid and a Newton had 'hunches', 'intuitions'.; then they rationalized and verbalized them and so affected the rest of us and established the 'natural' feeling for E geometries, N mechanics,. When new E or El systems were produced, many of the older scientists could 'understand' them, could even master the new symbolic technique; yet their 'feelings'., were seldom affected. They 'thought' in the new way, but they continued to 'feel' in the old; their s.r did not follow fully the transformation of their 'ideas', and this produced a split personality.
Any fundamentally new system involves new s.r; and this is the main difficulty which besets us when we try to master a new system. We must re-educate, or change, our older s.r. As a rule, the younger generation, which began with the new s.r, has no such difficulties with the new systems. Just the opposite - the older s.r become as difficult or impossible to them as the new were to the older generation. To both generations, with their corresponding s.r, the non-habitual s.r are 'new', no matter what their historical order and how difficult or how simple they are. However, there is an important difference. The newer systems, as, for instance, the E, N, and the present corresponding ^-system, are more general: which means that the newer systems include the older as particular cases, so that the younger generation has s.r which are more flexible, more conditional, with a broader outlook., semantic conditions absent in the older systems.