Teacher Summary

Theoretical Basis

It is impossible for an individual to observe an object from all sides at once because various aspects must be observed in turn. Even if an individual could observe an object from all sides at once, acquaintance would still be partial because microscopic and submicroscopic details, chemical changes, and an object’s relations to everything else would extend the range of observation indefinitely. If this is so, then our language should correspond to that fact and lead us to the knowledge that we cannot say “all” about anything. We observe some details and omit others.

Resource Readings

“What an individual experiences depends upon which specialized structures in his nervous system are stimulated. Note the paper on which this is written. In what ways can an observer have relationships with it? He can see it, touch it, smell it, taste it, lift it, tear it, etc. Each sort of response provides one avenue of acquaintance, because the receptors (the eyes, nostrils, skin, etc.) are so differentiated that each is sensitive only to particular stimuli .... And since none is ‘all-engaging,’ it follows that our acquaintance with the paper through any one nervous means will be specific and partial.” —Lee, Language Habits in Human Affairs, p. 55.

“If the reader will try to give a ‘complete’ description or a ‘perfect’ definition of any actual physical object, so as to include ‘all’ particulars, he will be convinced that this task is humanly impossible. These would have to describe, not only the numerous rough, macroscopic characteristics, but also the microscopic details, the chemical composition and changes, sub-microscopic characteristics and the endlessly changing relationship of this objective something ...” —Korzybski, Science and Sanity, p. 68.

“Consciousness of abstracting as a habitual reaction will lead directly to attitudes of non-allness ... the new attitudes may be coached into practice by the memory of a simple device which summarizes the fact that details are invariably left out in speaking. A hint of it is found in a statement by William James, that ‘the word “and” trails along after every sentence. Something always escapes ...’. Habitual use of the ETC. silently or orally should dissolve the ‘allness-growths’ by producing consciousness of factors left out. Which suggests a ‘new’ slogan: Remember the ETC. “—Lee, Language Habits in Human Affairs, p. 63.

Examples of Misevaluations in This Area

When people think that they have said “all” about something, that there is no more to be said, we are likely to have the following:

1. Discussions end with no agreement reached because of the attitude, “That is all there is to be said on the subject.” (Strikes result when mediation fails in labor disputes.)

2. Prejudice arises from this attitude: “That is all that can be said about a nationality, creed, class, or individual.”

3. Learning is blocked by an attitude of, “I know all about it.” (Modern art, new music, new forms of recreation.)

4. Progress is blocked because of the attitude, “It’s all been tried before.” (Retention of obsolete methods in business and in schools.)

One understanding principal is aware of this kind of misevaluation. She never allows a parent or a child to leave a conference feeling that there is nothing more to be done. She always gives them some specific suggestions; she gives them hope that there is something more to try.

5. Rumor and gossip result because people accept a statement as “all” the story.

6. False impressions result when people accept one cause as the explanation of a complex matter.

Examples.—Cause of war rather than causes

Cause of heavy taxes rather than causes

Cause of a pupil’s failure rather than causes

7. Teachers meet with a misevaluation in this area when dealing with the pupil who oversimplifies the cause of his difficulties by saying, “Teacher doesn’t like me, that’s all.”

Attitudes and Habits We Desire Pupils to Develop

1. The consciousness that we abstract some details and omit others.

2. An attitude of “Wait, let’s see — there’s more to be said.”

3. The habitual use of the ETC. silently or orally to produce consciousness of factors left out.

If pupils apply their training in this area they should be more teachable. You should be able to detect a great willingness to investigate and discuss.

Presentation to Pupils

LESSON 5

Theory

We omit many details when we talk. We have a complex universe but only a small vocabulary to describe it.

Explain to the pupils that we have more than 600,000 words in the English language to use in talking about our universe. If this seems like a great number to the pupils, ask them to make a list on the board of what there is in the universe to talk about. Then place the following headings on the board: macroscopic (seen with the naked eye), telescopic, microscopic, submicroscopic, and thoughts, feelings, and relationships.

MACRO- SCOPIC	TELESCOPIC	MICRO- SCOPIC	SUBMICRO- SCOPIC	THOUGHTS FEELINGS RELATION- SHIPS
books	stars	bacteria	growth	love
plants	planets	tissue	decay	patriotism
animals	nebulae	cells	rusting	education
tools	satellites	spores	atoms	religion
people	craters	amoeba	electrons	laws

It is important for the development of the lesson that you make long lists at the different levels with the pupils. Point out that new observations are constantly being made.

The recognition of the infinite number of facts in the universe and the inadequacy of our language to express these facts was experienced by our pupils. At the Planetarium in Chicago at the end of a talk on the planets and stars, the lecturer flashed on all the lighted stars and planets against a dark background. When the awed gasp went up from the audience, he said solemnly, “World without end, Amen.” The sight of the myriad stars conveyed the feeling of depth, and we sensed the infinity to which the words referred.

Experiment

1. Ask the pupils to choose one of the simplest objects in the room to talk about. Suggest that a piece of paper or a pencil or pen will do. Tell them we choose something simple because we are going to try to say “all” about it. Ask them how long they think it will take to tell “all.” They will guess ten minutes or twenty minutes or one period. Then say, “We will have to find out for ourselves.”

Write briefly on the board each statement that is made, accept each contribution with encouraging remarks, and ask, “Is that all we can say?” Pupils will open up many topics for discussion. If they choose a pencil, for example, some will talk about wood, others about lead or graphite, others about manufacture or uses. Eventually one pupil will point out that there is no limit to the discussion, that each new topic opens up an entire field for talk. When the pupils accept his viewpoint, ask, “How long do you think we can go on talking?” When they decide that there is no limit to the time they could talk, accept their decision. It may take several class periods before the pupils volunteer their discovery, but if they are allowed to make the conclusion, it will make a lasting impression on them.

“If we couldn’t say all about a simple thing like a pencil, why is it that we are so willing to say all about a nation, the President, or a school?”

Evidence

1. Read the story on p. 114 to the pupils and discuss how Louis Agassiz trained his science pupils to look for details.

2. “How many books would you guess have been written about Napoleon or about Lincoln?”

3. “Have you ever learned ‘all’ about a school subject?”

4. “Do I, as a teacher with all your tests and records, know ‘all’ about you? Do you think one person can tell ‘all’ about another person?”

Conclusion

You can’t say “all” about anything. There is always an ETC. — there is always more to be said.

Applications

1. “Read a camp catalog or a school catalog. Has it answered all your questions or are there others you can ask?”

2. Let one pupil report on the last class movie or excursion. Others may add to the report. “Could more be said?”

3. “Were you satisfied that our last school newspaper told all the news of the school? Should we try to report all the news?”.

4. “If you have a particular fear or worry about some situation that you think you know ‘all’ about, check with the class to see whether there is more to be said or learned.”

5. “Can you think of a traveler who returned after a brief visit to another place and tried to tell ‘all’ about it? How did you feel?”

6. “When would you say a person has completed his education?”

7. “Name as many kinds of maps as you can.” (Relief, rainfall, historical, political, etc.) “If you could study all these, would you know ‘all’ about a country? What else might you say?”

QUESTION

“Does this lesson mean that if we can’t know all about something, we shouldn’t act or come to decisions?”

No. We act on the best knowledge we have, but we must be aware that there is always more to be learned or more to be added to what we have. We have to know when to stop talking and to begin acting.