{"id":9038,"date":"2025-05-27T20:47:48","date_gmt":"2025-05-27T20:47:48","guid":{"rendered":"https:\/\/www.raziemah.com\/blog\/?p=9038"},"modified":"2024-12-16T20:52:25","modified_gmt":"2024-12-16T20:52:25","slug":"category-based-diagrams-assist-in-studying-how-humans-think","status":"publish","type":"post","link":"https:\/\/www.raziemah.com\/blog\/?p=9038","title":{"rendered":"The Scholastic Interscope For How Humans Think (Part 1 of 4)"},"content":{"rendered":"\n

0871 The scholastic three-level interscope for how humans think<\/em> is introduced in Comments on John Deely’s Book (1994) New Beginnings <\/em>(by Razie Mah, available at smashwords and other e-book venues).<\/p>\n\n\n\n

The conceptual apparatus is developed in A Primer on the Category-Based Nested Form <\/em>and A Primer on Sensible and Social Construction<\/em>.<\/p>\n\n\n\n

The semiotic tool is productively used in Looking at John Deely’s Book (2010) “Semiotic Animal”<\/em> (appearing in July 2024 in Razie Mah’s blog).<\/p>\n\n\n\n

0872 Here is a diagram.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

0873 The three-level interscope is a category-based nested form composed of category-based nested forms.<\/p>\n\n\n\n

For each level, a triadic normal context3<\/sub> brings a dyadic actuality2<\/sub> into relation with a monadic possibility of ‘something’1<\/sub>.<\/p>\n\n\n\n

Among levels, perspectivec<\/sub> brings situationb<\/sub> into relation with contenta<\/sub>.  Likewise, thirdness brings secondness into relation with firstness.<\/p>\n\n\n\n

0874 Here is how each nested form is articulated.<\/p>\n\n\n\n

On the content level, the normal context of what is happening3a<\/sub><\/em> brings the actuality of sensation2a<\/sub><\/em> into relation with the potential of ‘something happening’1a<\/sub><\/em>.<\/p>\n\n\n\n

On the situation level, the normal context of what it means to me3b<\/sub><\/em> brings the actuality of perception2b<\/sub> <\/em>into relation with the possibility of ‘situating content’1b<\/sub><\/em>.<\/p>\n\n\n\n

On the perspective level, the normal context of whether this makes sense3c<\/sub><\/em> brings the actuality of a judgment2c<\/sub><\/em> into relation with the possibility of ‘contextualizing the situation’1c<\/sub><\/em>.<\/p>\n\n\n\n

0874 Notice that the actualities are not portrayed as dyads.  When they are, the scholastic interscope becomes more… well… beautiful.  And, biosemioticians must be careful when a transcendental manifests, like a beautiful painting at the end of a hallway. There is no telling where that hallway leads.<\/p>\n\n\n\n

0875 What about biosemiotics?<\/p>\n\n\n\n

Elements of Sharov and Tonnessen’s noumenal overlay<\/em> fit nicely into various slots in the scholastic interscope.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

0876 Can I discern a specifying sign-relation?<\/em><\/p>\n\n\n\n

Here, the initiating (semiotic)2a<\/sub> is a real event2a<\/sub>.<\/p>\n\n\n\n

Information2b<\/sub> virtually situates the initiating semiotic2a<\/sub>, in the same way that a specifying sign-object (SOs<\/sub>) virtually situates its sign-vehicle (SVs<\/sub>).<\/p>\n\n\n\n

Notice that both SOs<\/sub> and SVs<\/sub> belong to the realm of actuality.<\/p>\n\n\n\n

0877 A specifying sign-interpretant (SIs<\/sub>) enables the SVs<\/sub> to stand for its SOs<\/sub>.<\/p>\n\n\n\n

What is that SIs<\/sub>?<\/p>\n\n\n\n

SIs<\/sub> consists of the situation-level normal context3b<\/sub> operating on its possibility1b<\/sub>.<\/p>\n\n\n\n

In this instance, SIs<\/sub> is the normal context of self-governance3b<\/sub> operating on potential ‘courses of action’1b<\/sub>.<\/p>\n\n\n\n

0878 I can go further.<\/p>\n\n\n\n

I can imagine the exemplar sign-relation<\/em>.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

0879 A perspective-level goal2c<\/sub> virtually contextualizes situation-level information2b<\/sub>, in the same way that an exemplar sign-object (SOe<\/sub>) virtually contextualizes its sign-vehicle (SVe<\/sub>).<\/p>\n\n\n\n

Both SOe<\/sub> and SVe<\/sub> belong to the realm of actuality.<\/p>\n\n\n\n

0880 An exemplar sign-interpretant (SIe<\/sub>) enables the SVe<\/sub> to stand for its SOe<\/sub>.<\/p>\n\n\n\n

What is that SIe<\/sub>?<\/p>\n\n\n\n

This is where the scholastic interscope for how humans think<\/em> comes in handy.<\/p>\n\n\n\n

For semiotic agency, the SIe<\/sub> is vague.  The normal context of salience3c<\/sub><\/em> operates on a potential underlying salience1c<\/sub><\/em>.  I suppose the potential1c<\/sub> is ‘the possibility1c<\/sub> of contextualizing information2b<\/sub>‘, if that helps.<\/p>\n\n\n\n

For the scholastic interscope, the normal context asking, “Does this make sense?”3c<\/sub><\/em> operates on the possibility of ‘contextualizing the situation’1c<\/sub>.<\/em><\/p>\n\n\n\n

0881 To me, this implies that the term, “salience3c((1c))<\/sub>“, supports an actuality2c<\/sub> that weighs perception2b<\/sub> against sensation2a<\/sub><\/em>, while asking what goal2c<\/sub> might be attempted.<\/p>\n\n\n\n

What does that imply?<\/p>\n\n\n\n

0882 The scholastic interscope contains the specifying and exemplar sign relations, which figure so prominently in semiotic agency.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

0871 The scholastic three-level interscope for how humans think is introduced in Comments on John Deely’s Book (1994) New Beginnings (by Razie Mah, available at smashwords and other e-book venues). The conceptual apparatus is developed in A Primer on the Category-Based Nested Form and A Primer on Sensible and Social Construction. The semiotic tool is productively used in Looking at John Deely’s Book […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[522,210,211,429,419],"tags":[524,526,125,523,39,525,109,547,42,402,55,403,527,185,184,124,530,266,446,44,35,176,401],"class_list":["post-9038","post","type-post","status-publish","format-standard","hentry","category-biosemiotics","category-empirio-schematics","category-phenomenology-empirio-schematics","category-positivists-judgment","category-scholastic-interscope-for-the-way-humans-think","tag-agency","tag-alexei-sharov","tag-biology","tag-biosemiotics","tag-category-based-nested-form","tag-charles-peirce","tag-definition","tag-empirio-schematics","tag-evolution","tag-exemplar-sign","tag-interscope","tag-interventional-sign","tag-noumenal-overlay","tag-noumenon","tag-phenomena","tag-philosophy","tag-positivists-judgment-2","tag-psychology","tag-scholastic-interscope","tag-science","tag-semiotics","tag-sign","tag-specifying-sign"],"yoast_head":"\nThe Scholastic Interscope For How Humans Think (Part 1 of 4) - 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