0068  Scholastic logic, Aristotelian causality, mathematical learning and abstractions are key features of what ought to befor the scholastic judgment, as shown below.

0069 What does that imply?

What ought to be works on principles available to sensible reason.

In this examination of Redpath’s essay, I phrase the implication as follows, “The world exhibits regularities in all three of Peirce’s realms: possibility (firstness), actuality (secondness) and normal context (thirdness).  Each realm manifests its own logic.  The Baroque scholastic tradition identifies the sign as a triadic relation and Peirce picks up this thread.  Peirce goes on to identify the three categories that are implicit in the arc of Thomism, from Aquinas to Poinsot.”

0070 In contrast, for Renaissance visionaries, what ought to be is a world constructed by oracular and occult beings.  Our world is composed of social constructions.  The discipline of poetic theology aims to discover those beings capable of restoring the political glory of Rome.

To this, Redpath says, “These oracular and occult beings excite our judgments.  They tingle our sensations.  They color our perceptions.  Yet, they neglect logic.”

0071 In contrast, for mechanical philosophers, what ought to be is a world that can be modeled with mathematics and mechanics.

To which I say, “Mathematics and mechanics apply to Peirce’s category of secondness, which is subject to the laws of non-contradiction.  The other categories are subject to scientific inquiry only in so far as they manifest secondness.  The logic of the empirical sciences is radically incomplete.”