Inasmuch as significs (and concept analysis in general) aims at a better understanding in group life and social intercourse, it fulfils an educational task and needs has to deal with didactic problems and difficulties, didactics being the technics of education. Now all education is self-education, as well with regard to the child and the pubescent as to the adult, and therefore can but indirectly be influenced upon. Not by compulsion, but by incita-tion> not by instruction but by suggestion, not by appeal t o reason but by appeal to the adaptive and imi, tative instincts of the human species.
It follows that the educational and didactic problems in significs bear upon the relation of .the subconscient to the conscient and are of a psycho-analytical and psycho-linguistic character. What means that the difficulties to surmount in solving these problems arise from the insufficiency of our knowledge of the ,,vertical" interaction of the differem layers of our psychical structure (the polarpsychical phenomena) and from the inaptitude of our linguistic means to preserve that knowledge and to transfer it to others.
To begin with let us turn our attention to the latter evil and ask whether language is in want of enrichment or of retrenchment. Or of both perhaps?
The inaptitude of language for the expression of polarpsychological relations springs mainly from two oppositional sources: deficiency and abundance. Deficiency with regard to the lack of a workable terminology for the clear and concise formulation of general and fundamental ideas, abundance of vague and ambiguous turns of