# Category Archives: Interpretation

## Systems Of Interpretation • 6

Figure 2. An Elementary Sign Relation Re: Peirce List Discussion • Jon Awbrey • John Collier I strongly agree, Jon.  Reading meaning into artefacts of the representation is not typically transparent.  I would say that the whole symbol represents the … Continue reading

## Systems Of Interpretation • 5

Figure 2. An Elementary Sign Relation Re: Peirce List Discussion • Jerry Chandler An elementary sign relation is an ordered triple   It is called elementary because it is one element of a sign relation where is a set of … Continue reading

## Systems Of Interpretation • 4

Re: Peirce List Discussion • Mike Bergman • Valentine Daniel For its pertinence to the present discussion, here again is what Peirce wrote about the mathematical way of using individual or particular cases to make general hypotheses or suppositions: Mathematical … Continue reading

## Systems Of Interpretation • 3

Figure 2. An Elementary Sign Relation Re: Peirce List Discussion • Mike Bergman • Valentine Daniel That “triskelion” stick-figure for an elementary sign relation or individual triple (o, s, i) is about the simplest possible.  There are some problems with … Continue reading

## Systems Of Interpretation • 2

Re: Peirce List Discussion • Mike Bergman • Valentine Daniel Let’s start as simply as possible.  The following figure is typical of many I have used to illustrate sign relations from the time I first began studying Peirce’s theory of … Continue reading

## Systems Of Interpretation • 1

Re: Peirce List Discussion • Mike Bergman • Valentine Daniel Questions have arisen about the variety of diagrams and figures that are currently found in common use to represent triadic sign relations in Peircean semiotics.  What do they mean?  Which … Continue reading

## Considerate Reason • 2

Re: R.J. Lipton • Why Is Discrete Math Hard To Teach? The Liberal Arts trivium of Grammar, Logic, Rhetoric received a latter day echo in the Unified Science trivium of Syntax, Semantics, Pragmatics, which was in turn the way Charles Morris … Continue reading

## Considerate Reason • 1

Re: R.J. Lipton • Why Is Discrete Math Hard To Teach? Rhetoric deals with forms of argument that consider the interpreter.  As considerate reason, it is involved in the style of training the Greeks dubbed education, “leading out”, and it … Continue reading

## What Makes An Object? • 2

Re: Peirce List Discussison • (1) • (2) Visual metaphors and perceptual analogies can be instructive — they make for most of my personal favorites — but in logic, mathematics, and science our interest extends through the abductive spectrum, from … Continue reading

## What Makes An Object? • 1

Re: Gary Fuhrman • Seeing Things What makes an object is a perennial question. I can remember my physics professors bringing it up in a really big way when I was still just a freshman in college.  They always cautioned … Continue reading