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Recommended: Semiotic and semiology
Concepts and Semiotic Theory
Dahlberg (1974) formulated concept theory grounded on a triangle model consists of respective referent, characteristics, and its designation. Her theoretical framework benefits a handful researchers in the KO field, even though there is a limitation (Friedman and Thellefsen, 2011). Recently, she claims that the study of conceptual framework in KO remains to be discovered and understood, and continues to construct a better conceptual classification scheme based on four content-determinant types of relationships (Dahlberg, 2014, p.86). A possibility of achieving a better conceptual framework might rest on the understanding of Semiotic theory.
The semiotic theory has a logical foundation of understanding individual’s process of interpreting knowledge objects since it roots in the assumption that a meaning of each sign is produced by the interpretant that mediates between a sign and corresponding knowledge object. One of the three conceptual levels is the level of cognition which is in a relation to perception during the process of interpretation. In Peircian’s perspective, it is argued that “knowledge about a concept relates to previously acquired knowledge, and, therefore, concepts must be defined within a continuum, departing from one knowledge state to a more and
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Although, there are many differences between the two theories due to their different background, but we shouldn 't ignore the important parallel of knowledge representation. In fact, Peirce’s semiotic theory has a remarkable insight in regards to the process of interpretation, as “semiotics provides an elaborate framework for defining the formal conditions for signs being signs, for signs being accurate representations, and for signs being communicative and related to enquiry” (Friedman and Thellefsen, 2011,
Rationalists would claim that knowledge comes from reason or ideas, while empiricists would answer that knowledge is derived from the senses or impressions. The difference between these two philosophical schools of thought, with respect to the distinction between ideas and impressions, can be examined in order to determine how these schools determine the source of knowledge. The distinguishing factor that determines the perspective on the foundation of knowledge is the concept of the divine.
The model of semiosis allows us the investigation of the ¡¥sign¡¦: music, in its structure, in its act and its functionality which means communication and signification. Thus we can identify ¡¥the music-sign¡¦ through the expression of the sense¡Xthe sense that "is conceived as an evidence, as the feeling of comprehension, in a very natural way" (1)¡Xand through the significance. Thus, our guidance implies ¡¥sign¡¦, ¡¥expression¡¦, ¡¥signification¡¦¡Xthe triad that brings together the coordinates of semiosis; defined, it, by Charles S.Peirce through the cooperation of the sign, its object and its interpretant (2) and by U.Eco: "the process through which the empirical individuals communicate and the processes of communication become possible thanks to the systems of significance" (3). This semiosis is put in evidence by different semio...
Zagzebski defines knowledge by expressing the relationship between the subject and the truth proposition. A truth claim becomes knowledge when your state of belief makes cognitive contact with reality. What it is to know that you understand something is different from having a relationship with something. Propositional knowledge, that can be known or believed, is her focus due to simplicity. The criteria required for belief is to have a thought, followed by augmentation with experience. The minimal criteria for a definition of knowledge must incorporate two types of “good”; a moral and an ethical. These truths are implemented to develop the foundation on which Zagzebski later builds her definition.
Phenomenology and logical positivism both subscribed to the verifiability criterion for meaning ('verificationism' for short). Logical positivists emphasized linguistic meaning, and in their most antimetaphysical stage asserted that a synthetic sentence is meaningful for a person only if that person could use experience to discover the sentence's truth-value. Husserl was more interested in thoughts about the existence and nature of phenomena and believed that they gained meaning only through acts of verification.
One of the main differences between Plato and Peirce’s philosophies in relation to truth is that Plato always believed that the truth is the same as knowledge, meanwhile Peirce firmly believed in his idea that the knowledge can never be obtained. Plato believed that everyone has the knowledge embodied in them and the comprehension of this knowledge can only be achieved through the means of recollection. This was demonstrated through the Plato’s Meno when Socrates presented the slave boy the question of “square of a double size”. Socrates didn’t teach the slave boy on how to answer the question, he asked the slave boy a series of relevant questions and the slave boy came to the right answer through recollection. By doing this Socrates was trying to prove a point that the boy already possessed the acumen to answer the question rightly. With this philosophy of Plato, we are meant to accept the fact the truth is past-oriented. Past experiences and the universal knowledge is the key to the truth. Plato also based his ideas on the belief of dyadic intuitionism. Plato believed that th...
Let us take the example of knowledge of the perfectly equal -- the Equal. Nothing in the world of space and time can teach us about the Equal: there are no examples of perfectly equal objects in our world. Therefore, to first identify two equal objects, we must have had implicit knowledge of the Equal at birth. By continuing to use our senses to identify objects that are approaching the Equal, we are able to recollect - make explicit - this knowledge.
In beginning his lengthy phenomenology for identifying the pathway in which Geist will realize itself as Absolute Knowledge, Hegel begins at what many considered the most basic source of all epistemological claims: sensual apprehension or Sense-Certainty. Though the skeptical tradition took this realm as a jumping-off point for making defensible epistemological claims, Hegel sees in the sensual a type of knowledge so general and abstract as to be entirely vacuous. Focusing on the principle that anything known in the Scientific sense must be communicable, through language or its approximations, Hegel shows that whatever the sensual purports to know is inherently incommunicable and therefore cannot represent true knowledge.
The quest for knowledge, a topic often contemplated in philosophy, remains persistent with mankind seeking to understand the uncertainty in the world surrounding him. Epistemology is the branch of philosophy that raises questions and provides answers about what constitutes knowledge and justifies belief. The main concerns of knowledge in epistemology are how it is defined, what the source is, how it’s acquired, what its limitations are, and what kind of knowledge is necessary. Three very well known philosophers of their time offer their different ideas on the subject of knowledge and epistemology.
Interpretive epistemology, which stems from idealist ontology, asserts that the world is made up of ideas: about oneself, others, society, or nature (Giacomini, ...
The first theory used to analyze this magazine is the semiotic theory, developed by C.S. Peirce. This theory is used to find the meaning of signs and claims it is all in the meaning of the signs used. “A sign refers to something other than itself – the object, and is understood by somebody.
Assignment 2: The Theories of Piaget and Kohlberg. Many researchers have written about child development, but none are quite as well known as Jean Piaget and Lawrence Kohlberg. Jean Piaget’s cognitive development theory and Lawrence Kohlberg’s moral development theory are essential for researchers to gain a better understanding of child development. While these theories are unique in explaining different types of child development, they have many similarities and differences as well.
The second principle of symbolic interactionism is language, which is the source of meaning. Meaning is negotiated through the use of language. For example, there is nothing small and furry about the word puppy. However, through symbolic interactionism we have learned to associate the word puppy with the real life animal.
In The Anatomy of Judgment, M. L. J. Abercrombie explains how information is gained through our perception. Abercrombie argues that interpretation is a very complicated task which we have been learning to do ever since we were born. Each of us has a different way of interpreting things we see because we often relates our past experiences when we are interpreting; so everyone has a way of interpretation according to his/her own experiences. In her discussion, Abercrombie explains two important concepts: schemata and context.
The concept of radical constructivism does not see knowledge as objective, but internal where it is organized and ordered based on the individuals experience. The most known radical constructivist John Piaget believed that knowledge is organized as the outcome of interactions between the environment and the conscious intelligence of the individual. (Piaget, 1953) believed that humans can acquire knowledge and learning without having awareness of a real world outside themselves. Piaget claimed that knowledge is constructed as the learner attempts to organize his or her experience along mental structures or “schemas” (Piaget, 1953). Piaget categorized knowledge into three types: physical, logical-mathematical, and social knowledge. Physical knowledge comes from exploring the physical world. Logical-mathematical knowledge is developed within the individual due the development of physical knowledge. Social knowledge is information that has been told, taught, or
To provide solutions to philosophical problems such as, how world process was created, man must be in possession of rational, intuition, and intuitive knowledge. Rational knowledge is human reasoning and requires verification. The ability of man to reason while giving logical step by step demonstration and arguments is referred to as human knowledge and it has a rational source. According to Carriero and Broughton (2011), genuine rational knowledge is provided by clear and separate knowledge of wholesome intellect with sense deliverances interaction. Sen (1996) considers rational knowledge as the knowledge of change in states of specific entities, in the sense that human experience is a confirmation of change. What are its classes, provisions and philosophical problem associated with rational knowledge? The paper seeks to examine rational knowledge by addressing the above three issues.