Essayists From The United States

"A third kind of semantic awareness is an extension of the consciousness of abstracting, namely an awareness of varying levels of abstraction. Words vary in the degree to which they correspond to verifiable referents. Some words are relatively more abstract or general, and some words are relatively more concrete or specific. Related to this fact is a fourth kind of semantic awareness, which might be called the "direction of meaning." That is, with increasingly abstract or general words, (i.e., those farther removed from operationally verifiable referents), the direction of meaning shifts accordingly from "outside" to "inside." With increasingly concrete or specific words (i.e., those whose referents can be more easily verified operationally), the direction of meaning shifts accordingly from "inside" to "outside." The conventional semantic terminology for these directions of meaning are intentional (internal or inside) and extensional (external or outside). Closely bound to these directions of meaning are, of course, different kinds of meaning. The primary semantic distinction made in kinds of meaning is between connotation (intentional, subjective, personal meaning) and denotation (extensional, objective, social meaning)."

"Scientific language, which Korzybski used as his model of sane language, is almost exclusively extensional and denotative, or at least tries to be. The language of the mentally ill, most obviously "un-sane," is almost totally intentional and connotative. This is the language that does not correspond to anything "out there," and this is, in fact, how and perhaps even why the user is mentally ill. Korzybski's concern with keeping the conscious "connection" or correspondence between language and verifiable referents is, for all practical purposes, paralleled by the process of psychotherapy. In this process, which is largely "just talk," the purpose is to foster closer and more accurate correspondence between the patient's language and externally verifiable meanings. As a semanticist would say, the process of psychotherapy is aimed at shifting the patient's word choices from those having a highly intentional, connotative meanings to others carrying more denotative meanings. A person suffering from paranoid schizophrenia might use perfectly "correct" English in an unassailably "logical" way, but the problem with his language is that it does not correspond to anything "out there.""

"What can be called "consciousness of the process of abstraction." That is, consciousness of the fact that out of a virtually infinite universe of possible things to pay attention to, we abstract only certain portions, and those portions turn out to be the ones for which we have verbal labels and categories. What we abstract, i.e., "see," and how we abstract it, or see it, or see it or think about it, is for all practical purposes inseparable from how we talk about it."

"A fifth kind of semantic awareness has to do with what might be called the "photographic" effects of language. We live in a universe of constant process. Everything is changing in the physical world around us. We ourselves, physically at least, are always changing. Out of the maelstrom of happenings we abstract certain bits to attend to. We snapshot these bits by naming them. Then we begin responding to the names as if they are the bits that we have named, thus obscuring the effects of change. The names we use tend to "fix" that which is named, particularly if the names also carry emotional connotations... There are some semanticists who have suggested that such phrases as "national defense" and "national sovereignty" have been... maintained beyond the date for which they were prescribed. What might have been politically therapeutic at one time may prove politically fatal at another."

"Reflect on these questions — and others that these can generate. Please do not merely react to them."

"A variation of the "photographic" effect of language consists of how blurred the photograph is. "Blurring" occurs as a result of general class names, rendering distinctions among members of the class less visible. One of the most common manifestations of the lack of this kind of semantic awareness can be found in what is called "prejudice": a response to an individual is predetermined because the name of the class in which the person is included is prejudiced negatively. The most obvious and ordinary remark made in cases of this kind, "They are all alike," makes the point clear."

"The way to be liberated from the constraining effects of any medium is to develop a perspective on it — how it works and what it does. Being illiterate in the processes of any medium (language) leaves one at the mercy of those who control it. The new media — these new languages — then are among the most important "subjects" to be studied in the interests of survival. But they must be studied in a new way if they are to be understood, they must be studied as mediators of perception. Indeed, for any "subject" or "discipline" to be understood it must be studied this way."

"These questions are not intended to represent a catechism for the new education. These are samples and illustrations of the kind of questions we think worth answering. Our set of questions is best regarded as a metaphor of our sense of relevance. If you took the trouble to list your own questions, it is quite possible that you prefer many or them to ours. Good enough. The new education is a process and will not suffer from the applied imaginations of all who wish to be a part of it. But in evaluating your own questions, as well as ours, bear in mind that there are certain standards that must be used. These standards must also be stated in the form of questions:"

"In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions."

"In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (...one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)"

"Even when the problem of the access to technology is solved so that anyone who wishes can have access to technology, there still remains a problem. For example, just about anyone has access to a public library (at least in America). In that library we find the greatest, most profound, most illuminating literature that human beings have so far produced. Do most people read these books? Have you read Cervantes? Have you read the sonnets of Shakespeare? Have you read Hegel or Nietzsche? Their books are in the library, you have access to them, why have you not familiarized yourself with this literature? (Even if you have, I think you will agree that most people have not. Why?)"

"Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future. ...What questions would you have on your list? Take a pencil and list your questions..."

"There is a difference between rape and seduction, technology can rape a culture or be forced to seduce it."

"I don't think any of us can do much about the rapid growth of new technology. A new technology helps to fuel the economy, and any discussion of slowing its growth has to take account of economic consequences. However, it is possible for us to learn how to control our own uses of technology. The "forum" that I think is best suited for this is our educational system. If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it."

"We can justify the list we will submit on several grounds. First, many of these questions have literally been asked by children and adolescents when they are permitted to respond freely to the challenge of "What's Worth Knowing?" Second, some of these questions are based on careful listening to students, even though they were not at the time asking questions. Very often children make declarative statements about things when they really mean only to elicit an informative response. In some cases, they do this because they have learned from adults that it is "better" to pretend that you know than to admit that you don't. (An old aphorism describing this process goes: Children enter school as question marks and leave as periods.) In other cases they do this because they do not know how to ask certain kinds of questions. In any event, a simple translation of their declarative utterances will sometimes produce a great variety of deeply felt questions."

"Someone needs to mention what may be lost. Of course, one of the problems is that what I would judge to be a negative consequence, someone else might see as a positive consequence. For example, telephones in automobiles seem to me a very bad idea. So does spending a lot of hours "communicating" on the Internet when one could use that time reading Cervantes' Don Quixote."

"A definition is the start of an argument, not the end of one."

"There is no such thing in nature as “man” or “tree.” The universe offers no such categories or simplifications; only flux and infinite variety. The photograph documents and celebrates the particularities of this infinite variety. Language makes them comprehensible."

"The key to all fanatical beliefs is that they are self-confirming....(some beliefs are) fanatical not because they are "false", but because they are expressed in such a way that they can never be shown to be false."

"We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures."

"You cannot avoid making judgements but you can become more conscious of the way in which you make them. This is critically important because once we judge someone or something we tend to stop thinking about them or it. Which means, among other things, that we behave in response to our judgements rather than to that to which is being judged. People and things are processes. Judgements convert them into fixed states. This is one reason that judgements are often self-fulfilling. If a boy, for example, is judged as being "dumb" and a "nonreader" early in his school career, that judgement sets into motion a series of teacher behaviors that cause the judgement to become self-fulfilling. What we need to do then, if we are seriously interested in helping students to become good learners, is to suspend or delay judgements about them. One manifestation of this is the ungraded elementary school. But you can practice suspending judgement yourself tomorrow. It doesn't require any major changes in anything in the school except your own behavior."

"At his best, Howells was considered a novelist on a par with his other great friend, Henry James. Though that level of esteem did not survive the 19th century, Howells finished his long life enjoying the sobriquet, "the Dean of American Letters.""

"For forty years his English has been to me a continual delight and astonishment. In the sustained exhibition of certain great qualities — clearness, compression, verbal exactness, and unforced and seemingly unconscious felicity of phrasing — he is, in my belief, without his peer in the English-writing world. SUSTAINED. I entrench myself behind that protecting word. There are others who exhibit those great qualities as greatly as he does, but only by intervaled distributions of rich moonlight, with stretches of veiled and dimmer landscape between; whereas Howells's moon sails cloudless skies all night and all the nights. In the matter of verbal exactness Mr. Howells has no superior, I suppose. He seems to be almost always able to find that elusive and shifty grain of gold, the RIGHT WORD. Others have to put up with approximations, more or less frequently; he has better luck. ...Mr. Howells has done much work, and the spirit of it is as beautiful as the make of it. I have held him in admiration and affection so many years that I know by the number of those years that he is old now; but his heart isn't, nor his pen; and years do not count. Let him have plenty of them; there is profit in them for us."

"An artistic atmosphere does not create artists a literary atmosphere does not create literators; poets and painters spring up where there was never a verse made or a picture seen. This suggests that God is no more idle now than He was at the beginning, but that He is still and forever shaping the human chaos into the instruments and means of beauty."

"The secret of the man who is universally interesting is that he is universally interested, and this was, above all, the secret of the charm that Doctor Holmes had for every one. No doubt he knew it, for what that most alert intelligence did not know of itself was scarcely worth knowing. This knowledge was one of his chief pleasures, I fancy; he rejoiced in the consciousness which is one of the highest attributes of the highly organized man, and he did not care for the consequences in your mind, if you were so stupid as not to take him aright."

"Christ and the life of Christ is at this moment inspiring the literature of the world as never before, and raising it up a witness against waste and want and war. It may confess Him, as in Tolstoi's work it does, or it may deny Him, but it cannot exclude Him; and in the degree that it ignores His spirit, modern literature is artistically inferior. In other words, all good literature is now Christmas literature."

"The mortality of all inanimate things is terrible to me, but that of books most of all."

"Her mouth is a honey-blossom, No doubt, as the poet sings; But within her lips, the petals, Lurks a cruel bee that stings."

"He who sleeps in continual noise is wakened by silence [...]"

"I am not sorry for having wrought in common, crude material so much; that is the right American stuff; and perhaps hereafter, when my din is done, if anyone is curious to know what that noise was, it will be found to have proceeded from a small insect which was scraping about on the surface of our life and trying to get into its meaning for the sake of the other insects larger or smaller. That is, such has been my unconscious work; consciously, I was always, as I still am, trying to fashion a piece of literature out of the life next at hand."

"See how today's achievement is only tomorrow's confusion; See how possession always cheapens the thing that was precious."

"The wrecks of slavery are fast growing a fungus crop of sentiment."

"The life of Christ, it wasn't only in healing the sick and going about to do good; it was suffering for the sins of others. That's as great a mystery as the mystery of death. Why should there be such a principle in the world? But it's been felt, and more or less dumbly, blindly recognized ever since Calvary. If we love mankind, pity them, we even wish to suffer for them. That's what has created the religious orders in all times--the brotherhoods and sisterhoods that belong to our day as much as to the mediaeval past. That's what is driving a girl like Margaret Vance, who has everything that the world can offer her young beauty, on to the work of a Sister of Charity among the poor and the dying."

"We live, but a world has passed away With the years that perished to make us men."

"Lord, for the erring thought Not into evil wrought: Lord, for the wicked will Betrayed and baffled still: For the heart from itself kept, Our thanksgiving accept. For ignorant hopes that were Broken to our blind prayer: For pain, death, sorrow, sent Unto our chastisement: For all loss of seeming good, Quicken our gratitude."

"The thing generally raised on city land is taxes."

"And before you know me gone Eternity and I are one."

"Clemens was sole, incomparable, the Lincoln of our literature."

"Regrets are idle; yet history is one long regret. Everything might have turned out so differently!"

"Lettuce is like conversation: it must be fresh and crisp, so sparkling that you scarcely notice the bitter in it."

"The toad, without which no garden would be complete."

"What a man needs in gardening is a cast-iron back,—with a hinge in it."

"Politics makes strange bedfellows."

"Let us celebrate the soil. Most men toil that they may own a piece of it; they measure their success in life by their ability to buy it."

"No man but feels more of a man in the world if he have a bit of ground that he can call his own. However small it is on the surface, it is four thousand miles deep; and that is a very handsome property."

"What small potatoes we all are, compared with what we might be!"

"Mud-pies gratify one of our first and best instincts. So long as we are dirty, we are pure."

"It is fortunate that each generation does not comprehend its own ignorance. We are thus enabled to call our ancestors barbarous."

"There was never a nation great until it came to the knowledge that it had nowhere in the world to go for help."

"A well known American writer said once that, while everybody talked about the weather, nobody seemed to do anything about it."