Professional Documents
Culture Documents
APPROACHES
Structure
6.0
Objectives
6.1
Introduction
6.2
Subject Representation
6.3
Postulational Approach
6.3.1
Advantages
6.3.2
6.3.3
6.4
Systems Approach
6.4.1
6.4.2
6.5
Summary
6.6
6.7
Key Words
6.8
6.0
OBJECTIVES
This Unit introduces you to the Postulational and Systems Approaches to library
classification. These methods are based on subject analysis and provide systematic
ways to organise a collection in a library. After reading this Unit, you will be able to:
get a clear grasp of the meaning, need and advantage of the postulational
approach;
get a familiarity with the concept of the systems approach and its practical
implications for library classification.
6.1
INTRODUCTION
In Block 2 of this Course, you have been exposed to the General Theory of
Classification, and how the various schemes of library classification like Dewey
Decimal Classification, Universal Decimal Classification, Colon Classification, etc.,
map the Universe of Subjects. This Unit introduces you to the postulational and
systems approaches to library classification. The former, as the name suggests is
based on the General Theory of Classification based on normative, principles
enumerated by Ranganathan. On the other hand, the systems approach is based on
Bertalanffy's "Genial Systems Theory".
This Unit seeks to explain the need and meaning of the postulational approach. It
highlights the advantages and application of the postulational approach to library
classification. In particular, it shows how the method offers a systematic
methodology for the intellectual organisation of knowledge and also serves as a set of
useful guidelines for application in practical classification.
After explaining the postulational approach, this Unit discusses the systems approach
with particular reference to fundamental categories and the practical implications for
library classification.
Application to Library
Classification
6.2
SUBJECT REPRESENTATION
....
6.3
POSTULATIONAL APPROACH
In arranging books on the shelves of a library, convenience requires that they should
be arranged aloft a linear sequence. As books deal with subjects, it follows that the
physical limitation enforcing a linear arrangement of books enforces also a linear
arrangement of subject But this creates problems since subjects belong to a dynamic,
ever-growing, multi-dimensional, universe. In effect, it would mean that
classification of subjects for arrangement in library amounts to mapping or
transforming the system of points marked out in multidimensional space into a
system of points along a line. That is, the multidimensional space should be mapped
along one-dimensional space, a line for example.
Thus, in library classification, the problem is to choose what should be kept
unvarying in the classification of subjects. The question then is as to which of the
subjects can have its immediate neighbourhood relation kept unvarying in the
mapping, since an indefinitely large immediate neighbourhood relations are possible.
Thus, mapping is an extremely matter.
Different schemes have provided different solutions to this problem. The problem of
mapping has been solved by Ranganathan by means of certain guidelines. This, he
called as postulational approach approach" to library classification, in which a set
of postulates (guidelines) can be for offering an operational methodology in a given
field. While this type of postulational approach was adopted in mathematical studies
and other subjects like philosophy, Ranganathan used the postulations approach very
effectively in library and bibliographical classification. According to him "A
postulate is a statement about which we cannot use either of the epithets
The postulational approach in library classification brings objectivity to the study and
practice of this discipline. It puts the study and practice of library classification on a
scientific basis. As a result of this approach, the discipline of classification has
become both easy and interesting. In fact, Ranganathan calls practical classification
based on postulates as "classification without tears". On the other hand, a
classificationist who designs and develops schemes of classification should base his
work on such an approach to avoid pitfalls, This approach also helps a classifier to
avoid the hit-or-miss approach to classification. As a matter of fact, the postulates of
this approach are helpful and useful for a comparison of the efficiency and.
effectiveness of different schemes of classification.
....
6.3.1
Advantages
The framework resulting out of this matrix (arrangement of ideas in rows and
columns) provides flexibility to accommodate new concepts without disturbing
the existing structure of subject, i.e., it facilitates intrapolation and extrapolation
of ideas/concepts appropriately, and
....
6.3.2
Another valuable feature of the postulational approach is that it helps to clear fallacies likely to
occur. In this method, one is not bound by any preconceived metaphysical or other ideas and
Application to Library
Classification
not even by factual experiences. Certain postulates are assumed and all the implications
are worked out. By varying the postulates, one can get different models. In other words,
this approach sets up several models with several systems, of postulates as the basis,
quite unmindful of the models existence or otherwise within the realm of experience or
facts. Then, one can choose the particular model whose postulates are helpful in that
universe. Therefore, Ran an concludes by saying that "classification too will gain in
this efficiency if the postulational method is adopted". Accordingly, in his analyticosynthetic approach to classification, he has listed a number of postulates, some of
which have been discussed in detail in Unit 7 of this Block.
While charting the universe of knowledge, different schemes have followed different
methods and approaches. Ranganathan, on the basis of certain assumptions, i.e.,
postulates, has proceeded step by step to chart the universe of subjects methodically
and scientifically. The following chart shows the process of division of the universe
of subjects.
The process of mapping of the universe of subjects upto Step 2 is similar in all
schemes of library classification. From Step 3, the process of division differs from
scheme to scheme. It is at Step 3 of the process of division that Ranganathan's
postulational approach comes in full play. For example, in determining the various
facets occuring in a Compound Subject, he enumerates five postulates - first facet,
concreteness, facet sequence within a round, facet sequence within the last round,
levels, and level cluster, etc. (See Unit 7, Sec.7.4). He then goes on to enumerate the
various canons, principles which could be made use of in Step 4 for arrangement of
isolates in a helpful sequence. This, led to the exposition of the analyticosynthetic
approach to classification. The postulational approach has, thus, added a new
dimension to the Theory of Classification by providing clarity of thought and action
for pursuing the theory and practice of library classification.
A lucid and exhaustive presentation of the postulates enunciated by Ranganathan can
be found in his magnum opus Prolegomena to Library Classification (Ed.3; 1967)
which is regarded the world over as one of the seminal contributions to the General
Theory of Library Classification.
Step 0; RAW TITLE: The more or less expressive title of a-document either found
on the title page or provided by the classifier in the case of a fanciful title.
Step 1: EXPRESSIVE TITLE: An expressive title which is also called "full title"
is. one expressing all the facets/aspects of a subject covered in the document.
Step 2: KERNEL TITLE: The title resulting from the expressive title by removing all
the apparatus words and changing each kernel term to its nominative singular
form.
Step 3: ANALYSED TITLE: The title in kernel terms with the respective symbols
denoting
the nature of its manifestation, i.e., each kernel term with the indication of
the fundamental category to which it belongs.
Step. 4: TRANSFORMED TITLE: The title resulting from the analysed title by
rearranging the kernel terms on the basis of the postulates and principles
governing their sequence.
Step 5: TITLE STANDARD TERMS: The title derived from the transformed title
by replacing each standard kernel term with its standard term or equivalent
standard term as given in the Scheme for Classification.
Step 6: TITLE IN FOCAL NUMBERS: The title derived from the title in standard
terms by replacing each standard (kernel) term with the basic class number or
isolate number, as the case may be, as given in the schedules of the preferred
scheme for classification.
Step 7: CLASS NUMBER: The ordinal number derived from the title in focal
number by replacing the symbol after each focal number by connecting the
digit appropriate to the succeeding local number as prescribed in the rules of
the preferred scheme for classification.
Step 8: VERIFICATION: The name of the subject arrived from the title at by
translating the class number and checking for its equivalence with the raw/
expressive title
(Note: If the name of the subject arrived at is not equivalent to the raw
title/expressive title of the document concerned, a mistake would have
occurred in one step or. the other while classifying. This should be traced,
rectified and verified again.)
An example of classifying a compound subject:
...
Application to Library
Classification
6.4
SYSTEMS APPROACH
..
10
systems theory fits the scheme of the greatest contributor to classification since Bliss
and Dewey.
Similarly, Iyer believes that any system can be looked at in terms of parts and
elements. She defines "Personality" in terms of its unique regular and specified
responses to its environment, and these responses involve the properties of an
individual. The properties change or are made to change due to external action in
terms of space and time; hence, the idea of property, action, space and time. The
specific connotations of these embedded categories may he delineated further.
6.4.2
The question then is: What are the practical implications of the systems approach to
documentary classification? The main purpose of any scheme of classification is to
organise documents in a way that makes sense to specialists in each field. This need
not necessarily be a useful order, since one and the same specialist may approach the
literature differently each time. However, the order arrived at must make sense, i.e.,
the specialist must be able to recognise the basis of the order. In other words, while
specialists look at knowledge from the point of view of their own subject, librarians
and information professionals look at classification from the perspectives of the
whole universe of knowledge. Thus the scheme for documentary classification, must
be more than merely a collection of specialised schemes: this would not be a system
in itself, it would be no more than a heap of unrelated parts.
According to the systems theory, internal relations between the parts are essential if
these parts are to have the organisation of an entity capable of existence as an integral
whole in a particular environment. In our context the environment is the library, its
documents and services. The aim of the librarian in classifying is to reflect and
demonstrate the order and harmony existing in the real world, the universe of nature,
including the world of man.
6.5
SUMMARY
This Unit:
i)
ii)
iii) discusses the eight steps involved in practical classification with illustrative
examples; and
iv) highlights the systems approach with particular reference to fundamental
categories and its practical implications for library classification.
6.6
11
Application to Library
Classification
c)
d)
4)
5)
6.7
12
KEY WORDS
Basic Subject
Classificationist
Content Analysis
Facet
Helpful Order
Isolate
Schedules of Classification
Lists of basic classes, their facets, isolates, etc.,
arranged systematically using a symbol.
Foskett, DJ. (1980). Systems Theory and its Relevance to Documentary Classification.
International Classification. 7, 2-5.
Iyer, Hemalata (1992). Subject Representation and Entropy. International
Classification. 19, 15-18.
Krishan Kumar (1985). Theory of Classification. New Delhi: Micas Publishing
House.Chapter.15.
Ranganathan, S.R. (1965). A Descriptive Account of Colon Classification. Bombay
Publishing House. Chapters D and F.
Ranganathan, S.R. (1962) Elements of Library Classification. 3rd ed. Bombay: Asia
Publishing House. Chapter H.
Ranganathan, S.R. (1967). Prolegomena to Library Classification. 3rd ed. Bangalore:
Sarada Ranganathan Endowment for Library Science. Chapter R.
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