Joe, Jim
What Joe has said in his response to Jim of Sept 12, seems to reflect something that may have arisen from Peirce's early exposure to philosophy: his reading of Schiller's _Aesthetic Letters_. In writing up a report on cultural impacts in occupational health and safety, I found myself
REPLY:
I would say that his theory of representation has to be capable of
articulating that distinction or there is something wrong with it, but I don't
think that it is to be looked for merely in the distinction between the dyadic
and the triadic but rather in something to
Jim,
[Jim Willgoose:] I am playing at trying to reject it. ("poss.Bs
poss.~Bs") I have accepted it more often than not.
Now you tell me.
[Jim] I also understand the difference between discussing formal
properties that hold between propositions (modal or non-modal) and forming a
"1st
Arnold, Jim, list,
I hope you won't mind my posting my response to your personal email,
Arnold, as your comments seem most pertinent to the subject of the
thread.
[Note: off-list I sent Arnold a graphic image: the reflection of
teaching as learning which is attached here and should appear
I forgot to include the graphic. Here it is.
Gary Richmond wrote:
Arnold, Jim, list,
I hope you won't mind my posting my response to your personal email,
Arnold, as your comments seem most pertinent to the subject of the
thread.
[Note: off-list I sent Arnold a graphic image: the
All,
This post
probably will not advance the subject, butI thought I would share an
insight it has brought to me.
My six year old daughter (who posed a
question about "nothing" some time ago) has been reading at a six year olds
level for about a year now (thankfully unremarkable). She
Ben,
You say,
"Saying that the NLC 'theory' of cognition (which seems to me no more a cognition theory than Peircean truth theory is an inquiry theory even though it references inquiry) is sufficient except when we talk about possibility, feasibility, etc., is -- especially if that list
Jim, list,
This remains interesting, but, generally, this forum is too addictive for
me! I have to get on with practical matters which are, at this point, getting
over my head. So I'm unsubscribing for a few months. Thanks for people's
interest, Gary, Joe, Jim P., Jim W.,Bernard, and any
Darrel, list,
You wrote:
DS:
It would seem my teaching of letters and words may not have had learning
in my mind, hence; I am not a teacher.
It seems to me that a parent entering into this kind of dialogue with
his child certainly has learning "in his mind" at that moment
(even if perhaps
My six year old daughter (who posed a
question about "nothing" some time ago) has been reading at a six year olds
level for about a year now (thankfully unremarkable). She came to me recently
and said "I learned that words are made of letters at school today". I said
"Grace,
Jim Piat wrote:
Way cool graphic!
Glad you liked it. Here are a few others suitable to a philosophical
list.
And finally, a related perceptual matter. You've probably seen this
before, but it's always somewhat amazing to me (does anyone have a
theory as to
And finally, a related perceptual matter. You've probably seen
this before, but it's always somewhat amazing to me (does anyone have a theory
as to why it's iprmoatnt taht the frist and lsat ltteer be in the rghit pclae?
Dear Gary,
There is a lot of research showing the
importancethat
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