Return to Context

Concepts are not and cannot be formed in a vacuum; they are formed in a context; the process of conceptualization consists of observing the differences and similarities of the existents within the field of one’s awareness (and organizing them into concepts accordingly). From a child’s grasp of the simplest concept integrating a group of perceptually given concretes, to a scientist’s grasp of the most complex abstractions integrating long conceptual chains—all conceptualization is a contextual process; the context is the entire field of a mind’s awareness or knowledge at any level of its cognitive development.

This does not mean that conceptualization is a subjective process or that the content of concepts depends on an individual’s subjective (i.e., arbitrary) choice. The only issue open to an individual’s choice in this matter is how much knowledge he will seek to acquire and, consequently, what conceptual complexity he will be able to reach. But so long as and to the extent that his mind deals with concepts (as distinguished from memorized sounds and floating abstractions), the content of his concepts is determined and dictated by the cognitive content of his mind, i.e., by his grasp of the facts of reality. If his grasp is non-contradictory, then even if the scope of his knowledge is modest and the content of his concepts is primitive, it will not contradict the content of the same concepts in the mind of the most advanced scientists.

The same is true of definitions. All definitions are contextual, and a primitive definition does not contradict a more advanced one: the latter merely expands the former.