You will find the following resources helpful when designing lessons for classes in general semantics. Skilled teachers in general semantics have contributed teaching guides for students of all ages, syllabi, course materials, tutorials, exercises, and handouts.
Also included are links to books that aid in the instruction of general semantics.
by Lance Strate, Ph.D.
This excellent and detailed outline used for teaching general semantics Dr. Strate employed for many years in his course introducing students to the field of communication. In this outline, he presents general semantics “on its own terms, as a separate topic and unit.” Of note, Dr. Strate bridges general semantics to other communications fields, making for a contextual understanding of general semantics in the field of communication.
by Martin H. Levinson, Ph.D.
This guide contains twelve continuing education lessons in general semantics. Each lesson includes an Introduction (for the teacher) of the basic GS ideas to be presented, a Motivation to begin the lesson, and Suggested Activities for students. Lessons can be combined or abbreviated depending on the time constraints of the course and wishes of the instructor.
by Mary P. Lahman, Ph.D.
This ebook aims at increasing awareness of faulty language behavior and motivating daily action to correct such behavior. In the first two sections of this text, Dr. Lahman shows how general semantics can be used as a systematic inquiry into language behavior. In the remaining four sections, Dr. Lahman follows with an application of these formulations, including case studies.
by Martin H. Levinson, Ph.D.
This curriculum provides twelve science-based general semantics lessons for middle school students. It was developed as part of a research study that used the ideas and techniques of general semantics to reduce feelings of alienation among seventh-, eighth-, and ninth-grade students.
by Eva Berger, Ph.D.
This syllabus (in Hebrew) outlines a seminar that deals with the relationship between symbols, brain, meaning, language, thought, and culture. The first goal of this seminar is to stimulate students’ thinking about the ways in which symbols, especially language, are involved in the process of human thinking and behavior. The second goal is to help students hone their critical thinking, which is closely related to language.
from June 2006
The following materials come from the June 2006 Seminar-Workshop participant notebook. They include an abundance of lessons and instruction for teaching and learning general semantics.
These materials come from the June 2006 Seminar-Workshop participant notebook. They include an abundance of lessons and instruction for teaching and learning general semantics.
by Ben Hauck
This worksheet provides students with examples of different examples of problematic speech — from exaggeration, to lack of consciousness of abstracting and the general semantics recommendations to treat them. Students have the opportunity to revise problematic statements with their own general semantics solutions.
by Stuart A. Mayper & Robert P. Pula
This worksheet is used for discussions of the epistemology of science as a human issue.
The following worksheet, prepared by Dr. Stuart Mayper and Robert Pula for use at Institute Seminar-Workshops, is used for discussions of the epistemology of science as a human issue. The sheet represents a mere summary of points raised and debated at joint sessions conducted by Mayper and Pula which are designed to sharpen awareness of formulations and orientations which subtend Korzybski’s system. An aspect of the session is the application of general semantics formulations to general semantics formulations, including investigation of the degree to which general semantics can be evaluated as an empirical science in the predictive as opposed to the merely descriptive sense. – Ed.
I. Accepted Science
Theories that are not yet refuted, after rigorous tests. Counterexamples must be accounted for or shown to be in error. Theories “tentative for ever”, but not discarded frivolously. Good replacements are not easily come by. A new theory must account for not only the data that the old theory doesn’t, but also all the old data that the old theory does.
II. Erroneous Science
Theories that are not yet refuted, but are tested by false data:
(a) Fake Science — scientist intentionally deceives others: Cyril Burt, John Darsee, Piltdown man, Walter Levy (Rhine’s successor at Duke);
(b) Mistaken Science — scientist unintentionally deceives self (and others): Blondlot (N-rays), Psi investigators, Wilhelm Reich, etc.
Theories inconsistent with accepted science, attempts to refute them avoided or ignored: Astrology, Numerology, Biorhythms; Velikovsky; Dowsing,
Health Frauds: Krebiozen, Laetrile, Vitamin B-15, “Life Extension”, Psychic Surgery — Diagnosis by: iridology, blood spot or hair, Kirlian photography, etc.
Wild extensions of accepted scientific findings (usually not by the one who made them): some interpretations of Bell’s inequality, plant communication, etc.
IV. Fringe Science
Theories inconsistent with accepted science, not yet refuted, but attempts to do so invited: Unified field theories (data accumulate faster than theory construction), Rupert Sheldrake’s “morphogenetic fields”, Schmidt’s ESP findings, etc.
Instant PEP for Language
by the Staff of Fort Myer Elementary School
A guidebook developed by the Postman Enthusiasts Project (PEP) at Fort Myer Elementary to teach students about the behaviors related to language, from a distinctly general semantics perspective.
Classroom Exercises in General Semantics
Edited by Mary MorainLively exercises and demonstrations show how to improve our communicating and evaluating. Topics include perception and description, inference chaining, logic and clarity, conflict resolution, and more.
Teaching General Semantics: A Collection of Lessons Plans for College and Adult Classes
Edited by Mary Morain
Written by teachers, executives, and trainers, this popular teacher’s guide gives you a powerful tool for giving your students power over their own lives.