Viewing the normative science of logic and its object, truth, in the medium of a triadic sign relation, the first cut among notions of truth divides those that take the object domain into account in a fundamental way from those that regard truth as a predicate of signs alone.
At first sight, then, it appears we can usefully contrast the pragmatic and correspondence conceptions of truth from the motley crew of intuitions about truth based on coherence, consensus, and truth by logical consistency alone.
That is the perspective Susan Awbrey and I adopted in our work on “Universities as Learning Organizations” and “Conceptual Barriers to Creating Integrated Universities”, where we applied a sign-relational framework to the problem of integrating knowledge across the walls of intellectual silos that have come to shape the disciplinary architectures of our modern universities.
- Awbrey, S.M., and Awbrey, J.L. (2001), “Conceptual Barriers to Creating Integrative Universities”, Organization : The Interdisciplinary Journal of Organization, Theory, and Society 8(2), Sage Publications, London, UK, pp. 269–284. Abstract.
- Awbrey, S.M., and Awbrey, J.L. (1999), “Organizations of Learning or Learning Organizations : The Challenge of Creating Integrative Universities for the Next Century”, Second International Conference of the Journal ‘Organization’, Re-Organizing Knowledge, Trans-Forming Institutions : Knowing, Knowledge, and the University in the 21st Century, University of Massachusetts, Amherst, MA. Online.
- Haack, Susan (1993), Evidence and Inquiry : Towards Reconstruction in Epistemology, Blackwell Publishers, Oxford, UK.
- Misak, Cheryl J. (1991), Truth and the End of Inquiry : A Peircean Account of Truth, Oxford University Press, Oxford, UK.