On Bullshit, the Social Media Revolution, and the Greater Need (and Newfound Place) for General Semantics

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On set today, I learned that one of my co-workers had been attacked on his way to work.  Apparently an “emotionally disturbed person,” naked, was walking the bridge as my co-worker biked along it.  My co-worker was attacked–hit by a bat or punched, I’m not sure–left with knocked-out teeth and a broken jaw.  The assailant fortunately was caught.

I hit Google News for the facts on the story.  I had missed the announcements on set about his injury and was only hearing bits and pieces and wanted to get up to speed.  I found one article and read it.  I also read about 8 comments that were posted on it.  The first one read quite despicably: The commenter essentially said that it was bizarre stories like these that motivate him or her to get up in the morning.  I passed my smartphone onto another co-worker for her to read the story.  She too read the comments and she too took offense to their despicable nature.

There were but a few of us sitting around and a conversation began about the nature of the internet and how it leads to such removal from stories.  Obviously, we were quite affected by the story of this person in this strange story because he was someone we knew.  The commenters, mostly likely, had no idea who this person was.  Their dissociation from our feelings and his feelings left them disaffected–or at least disaffected relative to our feelings and his feelings.  We agreed that something about the internet brings out this disaffect; likely, the relative anonymity provided by the internet encourages the utterance of less polite, more thoughtless, and more impolite communications.  Had these commenters had identifiable personas we could address directly, likely many of these sorts of comments they would not make.

But it wasn’t just that the internet is a land of anonymity that was the problem.  I argued that we currently generally have a value system that encourages instantaneous and immediate reaction.  We have Facebook which encourages continual status updates.  We have Twitter which encourages the same, albeit a bit more immediately.  Social networking seems to be mostly about connecting now with people it would take years to track down, and commuicating with them now rather than via letter, or phone call.  Texting also pressures immediacy; a text that goes unreplied can set up in the current culture greater demand for response and a compulsion for immediate reaction, more so than a phonecall or voicemail would demand.

The combination of an anonymous internet and a value in immediacy breeds what those of us in this conversation agreed wasn’t what we wanted: Bullshit.

We didn’t say it, but that’s what we were talking about.  There was bullshit being hocked online in the comments about my co-worker.  There was a lack of filter.  There was reactivity and perhaps hyper-reactivity exhibited in the commenters’ behavior.  We weren’t talking about bullshit as much as we were talking about immediacy of reaction, the lack of consideration for the consequences of immediate reactions, and (this is where general semantics comes right in) the lack of the ability to delay one’s reactions.

Signal reactions–that is, immediate reactions–contribute to a whole lotta bullshit.  Symbol reactions–that is, delayed reactions–may be the most effective combatant toward reducing a whole lotta bullshit.  Bullshit will still reside and slip through, but it won’t pollute the internet as much as it does now and is on course to do.

Are we talking about social maintenance?  Yes, I suppose we are.  But we had here a collection of people who all pretty much exhibited agreement that there was something wrong in the despicable behavior.  Perhaps this value judgment is similar to the judgment passed against murder, that there’s something wrong in that behavior, too.  Or rape.  Or fraud.  There are particular behaviors as a culture we promote, and there are particular behaviors as a culture we demote, even ban, and it is the promotion of immediate reaction that is going to dirty up, clog, etc., our virtual world as the promotion of fossil fuels for transport and heat might dirty up our actual world.

I didn’t get to make the point because then we started rolling on set and had to be quiet.  But the point I was about to make was in answer to the question, How do we get our kids away from this kind of behavior?  My thought was this: Get them to become scientists.  Get them to become journalists.  In both professions, the value is on delayed reaction.  Perhaps delayed reactions are more valued in science than in journalism.  Whatever the profession, both teach that instantaneous judgment often does not tell the story.  More information is needed.  More data must be collected.  Even then, the story is not done.  While an experiment may be finished or a news story published, there is still more of the story to tell, information left out, data to collect, and so on.

I wonder how many readers of online tabloids believe without question the captions put around the photographs of their beloved-to-gawk-at stars.  You get the sense based on commenters’ posts underneath those photos that many of them eat up every word.

I remember working on a film with an A-List star, and tabloid information that was blatantly false would come out in articles.  Tabloids would feast off of other tabloid stories, creating more bullshit.  As a result, there’s a whole bullshit story built online about the A-Lister.  Then, a day or so later, tabloids in other countries would pass on the bullshit to their readers.  By week’s end, people in Mumbai were reading bullshit about the A-List star.  Did the Mumbai newspaper check the facts, delay its reactions?  And furthermore, did their readers in reading the story?  You get the sense, Probably not …

A child who becomes a scientist will likely be a scientist at his or her work, but will not necessarily be a scientist about his or her personal life.  A scientist may exercise a cautious uncertainty when making a determination after performing an experiment, but that same scientist may exhibit a reckless certainty when making a determination about whether his wife has been faithful.  That’s the facts, and my hope is that the scientist can take his work home with him, so to speak.

And that was the interest of one Alfred Korzybski.  Alfred Korzbyski hoped the same for scientists.  Furthermore, he hoped that we, too, would apply scientific practices in our own lives.  He hoped we’d observe.  He hoped we’d delay our reactions.  He hoped we’d take in data.  He hoped we would reject the desire to express certainty and tend toward a more uncertain perspective.  He wanted us to bring scientific practice into our everyday behavior: our thinking, our language, our transactions and interactions with others and with reality, and so on.  Why?  To reduce delusion.  I’ll put it differently: To reduce bullshit.  It was bullshit that was clouding our perceptions of reality, making more problematic our problems.  Clearing the bullshit allowed us to see our problems more clearly, and to advance finally toward their solutions.

Alfred Korzybski’s teachings were largely teachings in becoming scientific in our orientation.  He was teaching us to move our mindsets out of the classical, “aristotelian” mindsets developed in the past.  He encouraged us to take on more modern, “non-aristotelian” mindsets, developed and honed as scientific understandings of the material world developed and honed.   His teachings were called “general semantics.”  They might as well have been called “new sense.”

The social media revolution begets a value system of immediacy, and with that value system comes pollution of social media with bullshit.  An education in scientific practice–an education in Alfred Korzybski’s teachings–an education in general semantics–an education in new sense–runs contrary to the value system of immediacy.  With an education in general semantics comes a value of delayed reaction, which affords time to consider the consequences of one’s behavior, whether in writing a despicable comment or judging a story as true.  In that delay howsoever short, the desire to contribute to the heaps of present bullshit may be diminished.  With repeated delays by populations of social media users, social media may start to contribute less noise and more music.

General semantics had a heyday in the 1940s, when propagandistic bullshit abounded.  It helped people to screen out bullshit in a period of warfare and insanity.  General semantics has a new opportunity in targeting the insanity brought out by the social media revolution and its value of immediacy.  It too can help people screen out bullshit’s resurgence.

In short, teach general semantics.

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On Mania, Depression, and the Words Used to Define Them

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One of the key elements for dealing with mania and depression in my opinion is how they are viewed.  Both “mania” and “depression” are generic terms.  That is, they are vague, and they need interpretation in order to understand what they mean in a context or to another person.  Interpreting the terms means simply putting them in other terms.

Unfortunately, in my opinion, there is a strong movement toward nearly exclusively putting these conditions into chemical terms.  That is, “mania” and “depression” get defined as “chemical imbalances,” a terminology that does shed some light on a component of the conditions in a way.  But settling to see these conditions in chemical terms overlooks other possible, perhaps more valid ways of seeing these conditions and dealing with them.

I do not like seeing these conditions in chemical terms.  Myself, I prefer to see them in behavioral terms.  That is, I define “mania” and “depression” as behavior.  By defining them as behavior, I look at the choices people make who experience the conditions.  I evaluate the choices and make recommendations in light of the desire to diminish the conditions.  Those who define the conditions chemically look in different places and make different recommendations.  They look at chemistry and prescribe chemistry.

I take that approach as largely (though not totally) inappropriate.  First off, “a chemical imbalance” is not a natural condition as much as it is a judgment of what is or should be a normal chemical balance.  An “emotional” person might be seen as imbalanced, and a less “emotional” person as balanced, but the less “emotional” person may fail at dramatic performance where the “emotional” person succeeds.  That is, “balance” may be taken as an arbitrary, societal term used to accept or reject particular observations.  Then again, there may be a more impartial take on the term within the realm of biochemistry, but the word “balance” fails an impartiality test, I would imagine.

In seeing mania and depression as behavior, I look at the behaviors that lead to the conditions.  Very generally, the words “mania” and “depression” have to deal with self-impressions.  If someone sees himself as lesser, he is depressed.  If someone sees himself as greater, he is manic.  Of course, these are highly simplistic observations for a complex condition, but they cut to the core of the conditions.  Someone who puts himself down is a depressive sort, and someone who aggrandizes himself is a manic sort.

Granted, the definitions of these conditions do not describe everyday choices of putting oneself down or aggrandizing oneself.  Saying “That was dumb of me” does not mean one is depressed in a problematic way, though such behavior, if it is genuine, is an indicator of minute depression of the person.  Similarly, saying “I’m so smart” does not mean one is manic in a problematic way, though such behavior, if it is genuine, is an indicator of minute mania in a person.  When do the problematic levels erupt?  The answer is largely cultural.  If suicide is culturally rejected, then the behaviors are problematic when suicidal tendencies erupt.  But the display of suicidal tendencies does not mean that mania or depression are problems.  Instead, it is culture that sees them as problems.  And not all cultures reject such displays.  Neither mania nor depression is inherently right or wrong–they just “are,” just as going to the grocery “is,” or showering “is,” or feeling fine “is.”

In seeing the conditions as behavior, the behaviors that lead to the conditions are addressed.  It is not parallel to think of the conditions as behavior but to address the behavior by medicating.  Instead, it is parallel to address the behavior with behavior.  Take note:

If I punch myself in the arm and create a bruise, you might say that the bruise is a chemical imbalance.  The chemically-minded doctor would say that the bruise is “a chemical imbalance,” and then treat my bruise.  But the problem is more that I punched myself.  If I repeatedly punch myself, it is silly to keep treating my bruises.  Instead, you treat the behavior of punching my own arm.  You get me out of the behavior that creates the chemical imbalance.  It is (often) behavior that stirs the chemical pot of mania and depression.

And the behavior of aggrandizing oneself as in mania, or in derating oneself as in depression, is what stirs the chemical pot.  Language is behavior.  Talking is behavior.  Thoughts about oneself are behavior.  These are not the same kinds of behavior as shooting a basketball in a hoop, or firing a gun, or kissing a girl.  These are relatively “invisible” behaviors–“invisible” in the sense that we don’t typically see them as behaviors but see them as something else for whatever reason.  Why do these behaviors stir our chemical pots?  I don’t know.  But so often they do.

Sticks and stone may break my bones.  Words may not break my bones, but they may break my psyche.  If I speak as if I’m the best in the world, or as if I’m the worst in the world, and I do this repeatedly, such that I actually truly believe it, I may end up with the “chemical imbalances” that the chemically-minded see and wonder why about.

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Comparing the Terms “Institute” and “Society” within the Field of General Semantics

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General semantics, a field founded by Alfred Korzybski in 1933 with the publication of his book Science and Sanity: An Introduction to Non-Aristotelian Systems and General Semantics, had long been led by two organizations.

The first was the Institute of General Semantics, out of which Alfred Korzybski taught a number of students.  The second was what became known as the International Society for General Semantics.  Offhand, I don’t recall the exact foundational information for this society, though it survived until the early 2000s when it merged with the Institute of General Semantics. Now, apart from the influence of the New York Society for General Semantics and a handful of other organizations in countries outside the United States, general semantics is largely led by the Institute of General Semantics.

In recent days I’ve been thinking about what it’s like for general semantics to be led by an institute as opposed to a society.  The word “institute” suggests “a place for learning,” and the Institute of General Semantics’s rudiments back up that interpretation of the word.  The word “society” suggests “a group of people of a particular interest,” and the International Society for General Semantics’s rudiments backed up that interpretation of the word with its multi-national membership base of people interested in general semantics.

However, these days the Institute of General Semantics’s role as “a place for learning general semantics” has faded, or perhaps better said, is on hold.  The frequency of retreats and seminars on general semantics have diminished since the 1940s-1970s.  I recall going on a week-long seminar at Alverno College that was incredibly satisfying and stimulating, yet that was in 2005, the last seminar of its kind that I know of that was not tied in with a symposium or conference.  Nowadays a number of social and logistical factors make it very hard to coordinate a seminar in general semantics: travel costs being a major factor, but also simply interest.  Despite its incredible influence on major fields and thinkers, general semantics is a hard sell in a culture nowadays that darts from subject to subject by clicking for free, a culture that has a tough time maintaining attention on one subject long enough to absorb it more than superficially.

For this reason, a website is an important method for reaching culture these days.  However, it becomes hard to take the online, offline, and into classes for greater learning.  Frankly, an “institute” is not for the informational darters we now have.  Considering the rise of online social media and its overwhelming popularlity, a “society” seems more in tune with the current culture.  In fact, it may be that a “society” is what drives an “institute,” as opposed to an “institute” driving a “society.”

Think about it this way.  First you have a group of impassioned people interested in a particular subject.  From this group, ideas start to develop, one of which might be, “Hey, we should set up a school to teach this subject.”  So you have a society first, an institute second.

Think about it also this way: It is people who drive a particular field.  The word “institute” does not bring to mind “people” as effectively as the word “society” does.  A society is composed of people.  An institute is composed of bricks.  An institute is more a building or a location than a person or people.  Surely, people teach at institutes, but they are an afterthought when the word “institute” comes to mind.

So in the interest in popularizing general semantics, one step I’m wondering about is whether we in general semantics should roll back the leadership of the Institute of General Semantics and shift back into the leadership of the International Society for General Semantics.  To that point, note that ETC: A Review of General Semantics, the journal that is still published quarterly, was the product of the Society as opposed to the Institute.

And also to that point, by leading with a society as opposed to an institute, we disclaim that we are impassioned people of a particular attractive interest, that we aren’t impenetrable bricks beyond which is taught a mysterious subject.  We’re porous, accessible, and want to be with others of that interest.  And sure we’ll teach general semantics to you, possibly inviting you to an institute for a lesson, but perhaps we’ll just socialize, and in so socializing build something else apart from an institute like another related subject, or a totally new subject, etc.  Our passion is our strength, and in looking to other fields, other influential Societies, their passions are on the table as well.  Leading as a society would give general semantics persuasive power, power that would enable it to endure into the future.

So I wonder.

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Das Neue Kindergarten

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I’m listening to some old recordings of lectures  by Alfred Korzybski.  They are “Alfred Korzybski in the flesh”–or maybe, “in the ear canal”–and you hear emphases and flow in his teaching that you just can’t pick up from reading his lectures.

Simultaneously, I’m typing up into Microsoft Word a transcript of a seminar that Korzybski taught.  Between the two media that transmit his general semantics teachings, I started to get a sense of what place general semantics might have in the spectrum of public education:

Kindergarten.

General semantics is somewhat like the new kindergarten.  Granted, it would be an old kindergarten in the sense that it came out in 1933 with the publication of Korzybski’s tome Science and Sanity.  But it would be new in the sense that it presumably would found in children different ideas they presumably take away from kindergarten today.

Okay, I admit, I have no clue about what’s taught in kindergarten these days.  Manners?  The Golden Rule?  My guess is that there is also taught some very, very basic scientific ideas.  General semantics might fit nicely in that realm.  No, talk of electro-colloidal levels would have no place in public kindergarten, but teaching the abstracting process would.  As Korzybski would say, “it’s baby stuff.”

That general semantics might fit well in kindergarten shines light on one perspective of general semantics: That general semantics is an epistemology.  A wha??  That is, general semantics is a kind of knowledge.  It’s a selection of things that we know to this day.  And that selection, if in the heads of children early, could mean a heck of a difference in dispelling infantile understandings of the world and getting kids ready for the mindsets that lead to scientific advancement, and for what it’s worth, career success.

A notion like the general principle uncertainty teaches kids that they can’t know with 100% certitude, which teaches humility when faced with the desire to say they definitely know something is true, and also keeps their minds open to other possibilities than what they want to certainly believe.  “You can be overconfident.”

A notion like non-elementalism teaches kids that words can incorrectly suggest two things are separable when in reality they are interconnected and inseparable, heightening their awareness that words carve up things that can’t really be carved up.  “Words can misrepresent.”

And a notion like semantic shock can teach kids how words can disturb them, so to look at the words as a possible factor for unhappiness and disturbance.  Reality may not be the culprit: Reality is probably more indifferent than the words used to describe it.  Words disturb you more than reality.  “Words can hurt you.”

Alfred Korzybski tended to teach adults.  He was re-educating them.  He was re-educating them from what they thought they knew.  How might general semantics affect the adult population if it were taught not in adulthood but in kindergarten?  Might we progress as a culture more quickly?

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