{"id":9048,"date":"2025-05-23T08:00:00","date_gmt":"2025-05-23T08:00:00","guid":{"rendered":"https:\/\/www.raziemah.com\/blog\/?p=9048"},"modified":"2024-12-16T20:57:31","modified_gmt":"2024-12-16T20:57:31","slug":"the-scholastic-interscope-for-how-humans-think-part-3-of-4","status":"publish","type":"post","link":"https:\/\/www.raziemah.com\/blog\/?p=9048","title":{"rendered":"The Scholastic Interscope For How Humans Think (Part 3 of 4)"},"content":{"rendered":"\n

0887 The judgment2c<\/sub> in the above figure contains two contiguous real sign-elements.  One is the exemplar sign-object (SOe<\/sub>) and the other is the interventional sign-vehicle (SVi<\/sub>).  As already discussed, the contiguity is [meaning].  For biosemiotics, the medieval scholastic term, “judgment2c<\/sub>“, corresponds to {SOe<\/sub> [meaning] SVi<\/sub>}2c<\/sub>.<\/p>\n\n\n\n

0888 At the same time, for postmodern scholastics, judgment2c<\/sub> is a triadic relation.<\/p>\n\n\n\n

Indeed, it is the triadic relation that stands at the start of this lengthy examination v(see point 0005).<\/p>\n\n\n\n

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

0889 There are two types of judgment.  The one depicted above is contemplative<\/em>.  The other is actionable<\/em>.  Once Peirce’s three categories are assigned, one category to one element, then the judgment becomes actionable.  An actionable judgment<\/em> unfolds into a category-based nested form<\/em>.<\/p>\n\n\n\n

Does “unfolds” sound like [meaning]?<\/p>\n\n\n\n

0890 One example should suffice.<\/p>\n\n\n\n

The scholastics harbor an ideal for judgment2c<\/sub>.  As far as they are concerned, this judgment2c<\/sub> is the best.  A rational intellect (relation,<\/em> thirdness) brings the intelligibility of perception (what ought to be,<\/em> firstness) into relation with the universality of sensation (what is,<\/em> secondness).<\/p>\n\n\n\n

This is a level-headed judgment, for sure.  The scholastics are trying to be sensible, even when they face the nonsensical mysteries of life and revelation.  No wonder they have such riotous and entertaining debates.  In Latin, no less.<\/p>\n\n\n\n

0891 Here is a picture of the scholastic’s ideal judgment<\/em>.<\/p>\n\n\n\n

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

0892 The assignments of the categories<\/em> are crucial.<\/p>\n\n\n\n

Thirdness goes into the normal context3<\/sub>.<\/p>\n\n\n\n

Secondness goes into actuality2<\/sub>.<\/p>\n\n\n\n

Firstness goes into the possibility of ‘something’1<\/sub>.<\/p>\n\n\n\n

0893 Categorical assignments appear in the above figure.<\/p>\n\n\n\n

If the assignments are different, then the judgment would unfold into a different category-based nested form.<\/p>\n\n\n\n

This is critical, if I rotate the current assignments one notch counterclockwise, then the intelligibility of my perceptions<\/em>becomes the normal context3<\/sub>, bringing the actuality of my “rational intellect”2<\/sub><\/em> into relation with the possibility that ‘my sensations are universal’1<\/sub><\/em>.  Replace “intelligibility of perceptions3<\/sub>” with “knowledge3<\/sub>“, “rational intellect2<\/sub>” with “don’t contradict me2<\/sub>“, and “universality of sensations1<\/sub>” with “universality of what I experience1<\/sub>“. Then, the unfolded nested form says, “The normal context of my knowledge3<\/sub> brings the actuality of ‘don’t contradict me’2<\/sub> into relation with the possibility that what I experience<\/em> is universal1<\/sub>.”<\/p>\n\n\n\n

0894 Doesn’t that sound like expertise?<\/p>\n\n\n\n

Rotating the categorical assignments one notch counterclockwise takes the inquirer from the scholastic idea to modern expertise.  Experts are knowledgable3<\/sub>, elevate their own experiences1<\/sub> over others, and do not enjoy being contradicted2<\/sub>.<\/p>\n\n\n\n

Scholastics are just trying to be rational intellects3<\/sub>,<\/em> bringing the universality of<\/em> what they sense2<\/sub><\/em> into relation with the possibility of ‘an intelligent perception’1<\/sub><\/em>.<\/p>\n\n\n\n

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

0887 The judgment2c in the above figure contains two contiguous real sign-elements.  One is the exemplar sign-object (SOe) and the other is the interventional sign-vehicle (SVi).  As already discussed, the contiguity is [meaning].  For biosemiotics, the medieval scholastic term, “judgment2c“, corresponds to {SOe [meaning] SVi}2c. 0888 At the same time, for postmodern scholastics, judgment2c is a triadic relation. Indeed, it is […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[427,419],"tags":[],"class_list":["post-9048","post","type-post","status-publish","format-standard","hentry","category-interventional-sign","category-scholastic-interscope-for-the-way-humans-think"],"yoast_head":"\nThe Scholastic Interscope For How Humans Think (Part 3 of 4) - An Archaeology of the Fall<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.raziemah.com\/blog\/?p=9048\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Scholastic Interscope For How Humans Think (Part 3 of 4) - An Archaeology of the Fall\" \/>\n<meta property=\"og:description\" content=\"0887 The judgment2c in the above figure contains two contiguous real sign-elements.  One is the exemplar sign-object (SOe) and the other is the interventional sign-vehicle (SVi).  As already discussed, the contiguity is [meaning].  For biosemiotics, the medieval scholastic term, “judgment2c“, corresponds to {SOe [meaning] SVi}2c. 0888 At the same time, for postmodern scholastics, judgment2c is a triadic relation. 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