Beyond the Correspondence Theory of Truth:
HP:http://permalink.gmane.org/gmane.science.philosophy.peirce/14168
JA:http://permalink.gmane.org/gmane.science.philosophy.peirce/14169
HP:http://permalink.gmane.org/gmane.science.philosophy.peirce/14177
JLRC:http://permalink.gmane.org/gmane.science.philosophy.peirce/14179
JA:http://permalink.gmane.org/gmane.science.philosophy.peirce/14189
FS:http://permalink.gmane.org/gmane.science.philosophy.peirce/14204
JA:http://permalink.gmane.org/gmane.science.philosophy.peirce/14228
JA:http://permalink.gmane.org/gmane.science.philosophy.peirce/14229
SJ:http://permalink.gmane.org/gmane.science.philosophy.peirce/14234
CG:http://permalink.gmane.org/gmane.science.philosophy.peirce/14242
JA:http://permalink.gmane.org/gmane.science.philosophy.peirce/14252
FS:http://permalink.gmane.org/gmane.science.philosophy.peirce/14308
Frederik, Clark, List,
Analogies, diagrammatic reasoning, icons, mental models, metaphors, morphisms,
structure-preserving maps, and related subjects were all "hot topics" in AI and
Cognitive Science back in the 1980s. Even existential graphs got a lot of play
in selected theatres after the appearance of Sowa's ''Conceptual Structures'' in
1984. Dedre Gentner taught a course on Analogies at UIUC that I took in 1984-85
and there were seminars by Hofstadter and Holland at Michigan that I attended
the next year. The book ''Induction : Processes of Inference, Learning, and
Discovery'' by Holland, Holyoak, Nisbett, Thagard (1986) remains a classic and
deserves special mention here for its use of Peirce and ideas from mathematical
category theory. I don't think the full potential of that vein of thinking has
yet been realized, having been pre-empted by yet-another-rerun-in-syndication of
dyadic connectionism in the 90s and thereafter, but it contains a wealth of good
ideas that could be brought to bear on our current pursuits.
Regards,
Jon
Frederik Stjernfelt wrote:
Dear Clark, lists,
I agree. Peirce's notion of iconicity can not be reduced to subjective
similarity associations. It is an operational concept: certain operations
performed on the icon represent real operations performed on the object of
the icon. That is what permit to icons to teach new lessons: they have
implicit properties which may be made explicit by manipulating them. But
operation and manipulation are actions, not subjective ideas. It is also in
this respect that P's idea has a structural similarity to Hertz, often quoted
by Howard.
Best F
--
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