The author discusses general semantics in terms of isomorphism, or one-to-one relationships. He claims that language or any part of it cannot be said to be isomorphic. The article is geared to the semantic theoretician. (MS)

Draws distinctions between the terms semantics (dealing with such verbal parameters as dictionaries and "laws" of logic and rhetoric), general semantics (semantics, plus the complex, dynamic, organismal properties of human beings and their physical environment), and neurosemantics (names for relations-based input from the neurosensory…

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)

Argues that the most pressing problem faced by humans is the need to keep in touch with and accountable for the essence of our humanness as values-based and time-oriented organisms whose intellectual and emotional contours are defined and bounded by political, economic, religious, biological, and cultural dimensions. (FL)

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

Discusses what the terms "fiction" and "nonfiction" mean with respect to science writing. Contends that it is time to recognize the fictional dimension of all science writing and to acknowledge what is often thought "pure" as a blend of fictional and nonfictional elements. (FL)

States that Christian Morgenstern made a fundamental point of semantics clear by making any absolute faith in words ridiculous. Describes other pieces of Morgenstern's poetry, and examines its implications in semantic terms. Points out that Morgenstern ridiculed the assumption that what is said must be sensible, as if the world must obey human…

Suggests that the field of semantics has effectively instructed us not to be manipulated by language but has neglected to emphasize that words do have magical qualities and creative and constructive use can be made of that fact. (TO)

Discusses some of the sexually discriminatory problems encountered and solutions employed by the makers of "The School Dictionary" published in 1972 by the American Heritage Publishing Company. (TO)

Illustrates how poetry may evoke reactions of intensional and extensional meanings which are the key to poetry therapy sessions. (HOD)

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)

Describes a classroom activity called "Let's Party" (borrowed from Ruth McCubbrey) and tells how it gives students a genuine feeling for the concepts and principles of general semantics. (SR)

Discusses media and the communication process from three points of view: technology and techniques, content, and the interactions of people and the media and the ultimate effects of these interactions on all human experience. (TO)

Argues that philology, the study of language, can be taught to students only after they have examined the languages of other nations and cues. (RB)

Discusses four types of doublespeak: euphemism, jargon, bureaucratese, and inflated language. Cites examples of the pervasive use of doublespeak in business, politics, and the military. Asserts that to eliminate doublespeak, English teachers should teach respect for language as well as effective use of language. (MM)