The author describes and discusses a mediation situation where principles of general semantic epistemology were used to promote accord and communication leading to negotiation. (MS)

The difficulty and the beauty of Chinese lies in the simultaneous concreteness and ambiguity of each graph. (Author)

Describes a study which ascertained what influences (if any) general semantics training might have on one's "allness orientation," or the belief that one is in possession of all the facts, with dogmatic insistence on their concrete reality. (HOD)

Discusses how people bridge chasms of thought with insubstantial but named fictions to make it possible to cross them in imagination. (HOD)

Author notes that semantics, originally designed as non-Aristotelian discipline, has become anti-Aristotelian. He outlines six significant areas in which almost no difference can be found between Greek philosopher's ideas and those of modern semanticists; for example: words are symbols, not things; meanings lie within persons, not words. (PD)

Reprinted from the November 1971 issue of the Journal of Thought.'' (DD)

Author analyzes Walden in terms of his own semantic reactions to it which in turn sheds some light on Thoreau's semantics and author's teaching practices. (MB)

Analyzes concept formation in children based on the precepts of general semantics. (RB)

Discusses critical thinking as the process of moving fluently among abstraction levels. Defines three components involved in fluency of movement: (1) knowledge, or an awareness of the existence of abstraction levels; (2) payoff, or the reason for acquiring fluency; and (3) timing, or a consciousness of abstraction levels at a given time and place.…

Contains a systems analysis of the Mankind-Education System and a block-diagram model of this system. (DD)

Author's discussion is based on the following assumptions: (1) the greater the degree of correspondence between the student's language and his world, the greater are his chances for sanity and survival; and (2) creativity consists of seeing new relationships, forming new organizations, or building new cognitive structures. (Author/MB)

Describes and critiques a study conducted with boys eight- to fourteen-years-old to test whether intensionality (defined as supraordination) and maladjustment are related. Concludes that the boys tested may have been too young to have fully developed their supraordination abilities and that boys' ability or preference to make supraordinate…