Academic journal article
By Kodish, Susan Presby
ETC.: A Review of General Semantics , Vol. 55, No. 1
General Semantics can be considered a neuro-semantic, neuro-linguistic discipline. Therefore, I have found that learning the definitions and descriptions of the formulations presented in Science and Sanity, staff lectures, workshops, and other sources provides a necessary but not sufficient condition for developing a general semantics orientation. Using the following material will help you to incorporate general semantics into your everyday habitual reacting, getting it into your nervous system, and thus learning it neuro-semantically.
By using general semantics, we can learn to understand ourselves and others better. We can also learn to react-evaluate differently, if we so desire. In developing a general semantics orientation we thus can improve our functioning.
In the material on the following pages, I summarize some of my formulating on how to approach these goals. The format of presentation is:
1. A GENERAL SEMANTICS FORMULATION
Some aspects of using this formulation:
* Some questions to ask yourself, and answer, that will help you to use this formulation in your day-to-day life. These questions can serve as experiments in using general semantics: What results from asking them? What else?
The 15 formulations which follow are:
1. Evaluational (semantic) reactions 2. Time-binding (personal) 3. Organism-as-a-whole-in-environments 4. Map-territory relations 5. Non-identity 6. Non-absolutism 7. Self-reflexiveness 8. Consciousness of abstracting 9. Multiordinality 10. Question formulating 11. Dating 12. Indexing 13. Quotes 14. Hyphen 15. Etc.
1. EVALUATIONAL (SEMANTIC) REACTIONS
* Note total organismic reacting; my and your sensing-thinking-feeling-acting-etc.:
* What was going on in and around me as I reacted?
* What was I sensing?
* What was I 'thinking'?
* What was I feeling'?
* What was I doing?
* How was I moving?
* Develop an orientation of delaying reactions:
* How can I delay my reaction?
* When I wait to react, what happens?
* Increase response options:
* How did I choose to react that way?
* Can I make other choices?
2. TIME-BINDING (personal)
* Note developmental life processes; changes over time:
* How did I get this way?
* What led to my reacting in the ways that I do?
* What kinds of response habits have I learned and developed?
* How can I learn to "date" myself? (See "Dating" below)
* What habits do I like?
* What habits might I like to change?
* How will I do this?
* What are the first steps to changing?
* When will I take them?
* Accept present, including myself:
* How can I best build on my personal experiences?
* How do I help and hurt myself and others by demanding that events, including myself, should happen differently right at this moment?
* When I don't accept events as they happen at the moment, does that cause them to change?
* How does this hinder my growth?
* What problems are created?
* Should a flower not happen as it does?
* Then how come I shouldn't happen as I do?
* How will accepting myself help me to move on?
* Broaden awareness of what is going on, 'inside' and 'out':
* What do I sense 'inside' and 'out'?
* What do I smell, hear, see, touch, taste, etc.?
* What else can I become aware of?
* Cope with uncertainty:
* How will having greater awareness help me to deal with whatever happens?
* How can this help me to experience more security, even when I can't feel 'certain' about anything?
* How can I learn to "index" better? (See "Indexing" below)