Hal Fan Hour

  • Subscribe to our RSS feed.
  • Twitter
  • StumbleUpon
  • Reddit
  • Facebook
  • Digg

Friday, 4 February 2011

Connectivism, Peirce, and All That

Posted on 11:28 by Unknown
I was asked:

You drew a black box, and typed the words Black Box over it. You then started to talk about that more when I typed in the IM something about C.S. Peirce's triads, to which you responded vocally: "I'm trying to get away from that" (or words very much like that).
 
I really need to understand why you are trying to get away from Peircian representations of the triadic relation between the signs and symbols we use for things in our knowledge bases.

Off the top of my head (so my wording may not be precise, recollections not exact, etc)

From where I sit, the picture from word to object is fraught with difficulties.

- there is the case where the object does not exist, and yet the word continues to have meaning. For example, 'brakeless trains are dangerous', to borrow from Russell. The whole area of counterfactuals in general. Which, if we follow the inferential trail, would have us believing with David K. Lewis that possible worlds are real. So *minimally* the meaning of the word, with respect to the object, must take place with respect to a theory or theoretical tradition.

- there is the case of indeterminacy of translation. The meaning of the word, with respect to the object, may be for one person very different from that of another person. Quine: the word 'gavagai' may refer to the rabbit itself, or the rabbit-stage of adulthood, or something else. Our inferences regarding meaning must be based on 'analytic hypotheses', which are themselves tentative.

- the skeptical argument. Inferences based on words are underdetermined with respect to the reference of those words. Nelson Goodman, for example - the extension of 'green' is the same as 'grue', yet the next instance of an object is 'green' but not 'grue'. Therefore the meaning of 'green' and 'grue' are different, despite being established through the exact same set of experiences and/or objects in the world. This argument is similar to the private language argument as depicted by Kripke in his account of Wittgenstein's thesis of 'meaning is use'.

And so on..

So, the approach to meaning I have adopted and understand to be a better way of thinking about it:

- the meaning of the word does not lie in anything distinct from actual instances of the word (by analogy: the colour 'red' does not lie in anything distinct from instances of the colour 'red'; the quantity '1' does not lie in anything other than instances of the quantity '1').

- these instances occur in two separate environments, a personal environment, composed of neurons and connections, thoughts, perceptions, etc., and a public environment, composed of people, artifacts, architecture, other objects in the world, utterances, radio transmissions, etc.

- in each of these environments, instances of the word are embedded in a network of non-meaningful entities. In a person, thoughts (beliefs, memories, knowledge of, etc) the word are contained in a network of neurons, no one of which (or identifiable set of which) comprises the word itself or the meaning of the word. Similarly, in the public environment, instances of a word appear in a wider network of non-meaningful entities (marks on paper, audio waves, digital data).

- our perception of the word itself, and of the meaning of the word (for that's what it is) is a form of pattern-recognition. Meaning is emergent from a substrate of non-meaningful, but connected, entities. In the personal environment, the meaning of the word is the perception of the word as an emergent phenomenon; in the social environment, the meaning of the word is the use of the word. (Thus, conversely, any emergent phenomenon, any artifact that is used, can have meaning, but again, the meaning is nothing more than the perception and use of that artifact). There is not a 'stands for' relationship; words are 9as they could say in database theory) 'content-addressable'.
Email ThisBlogThis!Share to XShare to FacebookShare to Pinterest
Posted in | No comments
Newer Post Older Post Home

0 comments:

Post a Comment

Subscribe to: Post Comments (Atom)

Popular Posts

  • Blogs in Education
    Submission for a forthcoming STRIDE handbook for The Indira Gandhi National Open University (IGNOU). See related handbooks here . What is a ...
  • Learning and Performance Support Systems
    This post is to introduce you to our Learning and Performance Support Systems program, a new $19 million 5-year initiative at the National R...
  • E-Learning: Générations
    ( English version ) Ces dernières années, j'ai travaillé sur deux grands concepts: d'abord, la théorie de l'apprentissage ...
  • E-Learning Generations
    ( version française ) In recent years I have been working on two major concepts: first, the connectivist theory of online learning, wh...
  • Open Educational Resources: A Definition
    The Definition Open educational resources are materials used to support education that may be freely accessed, reused, modified and shared b...
  • McLuhan - Understanding Media - Summary of Chapters 11-14
    My contribution to the Understanding Media Reading Group Chapter 11 McLuhan writes, in Chapter 11 of Understanding Media, that "The mys...
  • TTI Vanguard Conference Notes - 4
    Erin McKean, Wordnik The language is the Dictionary If you took the language, and you got rid of the dictionary, what would be left would be...
  • Progressive Taxation and Prosperity
    Responding to Justin Fox, editorial director of the Harvard Business Review Group, How big should a government be? in the Harvard Business ...
  • Bob Dylan in Moncton
  • International MOOCs Past and Present
    OpenLearning.com , a venture born out of the University of New South Wales ( UNSW ) in Sydney, Australia. Starting this week, you can begin ...

Categories

  • #change11
  • Connectivism
  • http://www.blogger.com/img/gl.link.gif
  • Shakespeare

Blog Archive

  • ►  2013 (68)
    • ►  December (1)
    • ►  November (5)
    • ►  October (6)
    • ►  September (7)
    • ►  July (3)
    • ►  June (5)
    • ►  May (6)
    • ►  April (18)
    • ►  March (8)
    • ►  February (2)
    • ►  January (7)
  • ►  2012 (56)
    • ►  December (3)
    • ►  November (7)
    • ►  October (7)
    • ►  September (7)
    • ►  August (2)
    • ►  July (2)
    • ►  June (3)
    • ►  May (1)
    • ►  April (5)
    • ►  March (6)
    • ►  February (6)
    • ►  January (7)
  • ▼  2011 (86)
    • ►  December (7)
    • ►  November (11)
    • ►  October (8)
    • ►  September (6)
    • ►  August (1)
    • ►  July (8)
    • ►  June (7)
    • ►  May (10)
    • ►  April (2)
    • ►  March (4)
    • ▼  February (11)
      • Brakeless Trains - My Take
      • Moncton's Future
      • Easy RSS
      • Six Tweets on Self
      • Success Verbs
      • Enabling Economic Development in New Brunswick
      • Discovered Intersect
      • Connectivism, Peirce, and All That
      • On Populist Social Media, Twitter and Egypt
      • The Argument Against Usage Based Billing
      • The Purpose of Learning
    • ►  January (11)
  • ►  2010 (108)
    • ►  December (9)
    • ►  November (9)
    • ►  October (12)
    • ►  September (4)
    • ►  August (6)
    • ►  July (10)
    • ►  June (9)
    • ►  May (9)
    • ►  April (9)
    • ►  March (12)
    • ►  February (9)
    • ►  January (10)
  • ►  2009 (85)
    • ►  December (3)
    • ►  October (8)
    • ►  September (7)
    • ►  August (4)
    • ►  July (15)
    • ►  June (5)
    • ►  May (7)
    • ►  April (6)
    • ►  March (17)
    • ►  February (7)
    • ►  January (6)
  • ►  2008 (94)
    • ►  December (5)
    • ►  November (7)
    • ►  October (7)
    • ►  September (6)
    • ►  August (16)
    • ►  July (11)
    • ►  June (6)
    • ►  May (6)
    • ►  April (5)
    • ►  March (4)
    • ►  February (7)
    • ►  January (14)
  • ►  2007 (3)
    • ►  December (3)
Powered by Blogger.

About Me

Unknown
View my complete profile