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Using General Semantics
Susan Presby Kodish, Ph.D.
General semantics can be considered a neuro-semantic, neuro-linguistic
discipline. Therefore, I have found that learning the definitions and
descriptions of the formulations found in Science and Sanity, staff
presentations and other sources provides a necessary but not sufficient
condition for developing a general semantic orientation. Using the
following material will help you to incorporate general semantics into your
everyday habitual reacting, getting it into your nervous system, 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 semantic 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 reactions that relate to using this formulation:
- Some questions to ask yourself, and answer, that will help you to
use this formulation in your day-to-day life.
etc.
The 15 formulations which follow are:
- Semantic reactions
- Time-binding (Personal)
- Organism-as-a-whole-in-environments
- Map-territory relations
- Non-identity
- Non-absolutism
- Self-reflexiveness
- Consciousness of abstracting
- Multiordinality
- Question formulating
- Dating
- Indexing
- Quotes
- Hyphen
- Etc.
- 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?
- What?
- How?
- 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?
- ORGANISM-AS-A-WHOLE-IN-ENVIRONMENTS
- 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)
- MAP-TERRITORY RELATIONS
- Assume non-identity of orders of abstraction:
- Is the way I evaluate something the way it ‘really is’?
- Are my words the same as my non-verbal experience?
- Am I referring to a ‘fact’ or an inference?
- How can I tell the difference?
- What happens when I avoid the word ‘same’?
- Can I ever know the way something ‘really is’?
- If not, how might I better evaluate?
- Assume non-allness of abstracting:
- What might I have left out?
- What else?
- What effect does this have? (See “Etc.” below)
- Recognize that semantic reactions refer to the particular person
reacting:
- What about me contributes to my reacting in a certain way?
- What about ‘I’ gets in my ‘eyes’ as I develop my view
of events?
- What effects does this have?
- NON-IDENTITY
- Remember that my conclusions are not the same as my inferences are
not the same as ‘facts’ are not the same as non-verbal experiencing
are not the same as “what-is-inferred-to-be-going-on”:
- Can I ever know what some event ‘is’, apart from even my
non-verbal evaluating?
- What happens when I don’t use the “is of identity”?
- Does what I do equal what I ‘am’, as a totality?
- Does what others do equal what they ‘are’, as totalities?
- How could I ever know what I and others ‘are’, as
totalities?
- What differences will I experience when I focus on what I do
rather than on what I ‘am’?
- What differences will I experience when I focus on what others
do rather than on what they ‘are’?
- What happens when I don’t put over-generalized,
over-restrictive labels, like good/bad and smart/stupid, on myself
and others?
- Can I ever describe anything apart from my evaluating?
- What happens when I don't use the “is of predication”?
- Can I ever know that something ‘is’ pretty in and of
itself.
- Where are the sights I see, the sounds I hear, the aromas I
smell, the flavors I taste, the sensations I experience located?
- What happens when I say that something looks pretty to me?
- NON-ABSOLUTISM
- View formulations as hypotheses to be tested:
- How can I test this out?
- How will I know to what extent I’ve evaluated this
accurately?
- Can I ever feel absolutely ‘sure’ of my evaluations?
- What does this suggest?
- Use quantifiers and qualifiers to express tentativeness:
- How does this seem to me?
- What happens when I use the word “Perhaps”?
- To what degree does this apply?
- What happens when I avoid the word “same”?
- What happens when I use “a” or “an” instead of
“the”?
- What happens when I use plurals in place of singular forms?
- SELF-REFLEXIVENESS
- Take responsibility for my own reactions:
- What happens when I say “I” instead of the rhetorical
“you”?
- When I say “you” is it you I’m talking about or myself
- How can I rephrase this using “I”?
- How can I acknowledge the “to-me-ness” of my evaluations?
- Recognize multi-meanings:
- How did I develop my idiosyncratic definitions?
- Can there be other ways of defining/describing events?
- How can I remember that we all have personal meanings for words
and non-verbal experiences?
- CONSCIOUSNESS OF ABSTRACTING
- Separate ‘facts’ from inferences, uncover assumptions, etc.:
- What do I ‘mean’?
- How do I know?
- Can I sense what I’m talking about?
- What observations support or negate my inferences?
- Note assumption-conclusion-behavior links:
- What assumptions do I make about this happening?
- What conclusions am I reaching?
- How am I behaving?
- What changes in my assumptions and conclusions will be needed
in order to behave differently?
- Become aware of different levels of internal processes:
- What’s going on in me now?
- What am I ‘thinking’?
- What memories are triggered?
- What assumptions am I making?
- What do I believe?
- What images do I have?
- What rules for living do I follow?
- Note dead-level abstracting:
- Am I getting stuck on either higher-order or lower-order
abstractions?
- What kinds of inferences and conclusions can I draw from what I
observe?
- What do I need to observe to test my inferences and
conclusions?
- What happens when I alternate among these levels?
- MULTI-ORDINALITY
- Recognize semantic reactions to semantic reactions:
- How am I reacting?
- How am I reacting to these reactions?
- What happens as this process continues?
- What happens when I get upset about my semantic reactions?
- What happens when I accept my semantic reactions?
- What happens when I focus on my current experience, rather than
my past experience or anticipated future?
- QUESTION FORMULATING
- Note answerability of questions asked and usefulness of answers:
- What kind of answers do I expect when I ask this question?
- To what extent can I feel satisfied with any answer?
- How can I rephrase this to find out more of what I want to
know?
- Shift from “why” to “how” questions:
- How can I know “why” something happened?
- How far back do I have to go?
- What will happen when I ask “how” something happened
instead of “why”?
- Avoid complex questions:
- Does my question include an opinion in disguise?
- What do I ‘mean” e.g., when I ask, “How could I have done
that?”
- What happens when I separate this into three questions:
- What did I do?
- How did I come to do that?
- How do I evaluate what I did?
- DATING
- Use dates to show how things change over time:
- Separate past from present, look for changes over time:
- When did something like this happen before?
- How did I react then?
- How old was I?
- How have I changed since then?
- How have other happenings changed since then?
- How can these changes influence how I react now?
- INDEXING
- Use indexes to show differences within classifications:
- Look for differences:
- How does this situation seem different from similar ones?
- Do these differences make a difference?
- How?
- Develop specific, detailed descriptions:
- What do I see, hear, smell, taste, touch?
- What happened?
- How many semantic reactions can I list?
- What physiological sensations occur?
- Develop a multi-valued orientation:
- What happens when I give up a two-valued orientation and look
for continuums instead?
- For example, what happens if, instead of labeling my reaction
as anxious or calm, I rate the degree of anxiety or calm I
experience on a scale of 1-10?
- How can I describe this?
- Focus on moment-to-moment experiencing:
- What do I notice?
- What is going on ‘inside’ of me?
- How are others reacting?
- Label what is going on as accurately as possible:
- How do I react to “whatever”?
- How can I best describe my reaction?
- How can I differentiate my reactions, e.g., distinguish anxiety
from excitement?
- How do I know what my reactions ‘mean’?
- Develop an orientation of minimum expectations:
- Can I expect with certainty that someone will behave
differently than usual?
- How does having more-than-minimum expectations lead me to
react?
- What will happen when I have minimum expectations?
- Watch for overgeneralizations:
- Does that apply all of the time?
- When and when not?
- QUOTES
- Use single quotes to note words that you consider elementalistic or
otherwise questionable:
- What happens to my reacting when I note ‘think’,
‘feel’, ‘Mind’, ‘body’ etc., instead of think,
feel, mind, body, etc.?
- How does this alert me to possible problems in evaluating?
- HYPHEN
- Connect with a hyphen words that suggest separation of what we best
understand as unified processes:
- What happens when I note my thinking-feeling instead of
‘thinking’ separate from ‘feeling’?
- How about mind-body instead of my ‘Mind’ separate from my
‘body’?
- Can these ever be separated other than verbally?
- ETC.
- Use “etc.” to note non-allness:
- Is that all?
- What else?
- What else?
- Do I have it ‘all’ now?
- What happens when I add “etc.” to the end of my
communications?
ETC. ETC. ETC. ETC. ETC. ETC. ETC.
©1995 Susan Presby Kodish
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