Mathematics, Semiotics, and the Growth of Social Knowledge.
Mathematics, Semiotics, and the Growth of Social Knowledge.
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数学、符号学和社会知识的增长。
作者：
M. Otte
任何认识论，任何方法论，以及任何学习理论，都是基于形而上学，基于什么构成了世界以及什么带来了世界上存在的事物的想法。例如，皮尔士在1898年剑桥关于连续性逻辑的演讲中说：“每一次试图理解任何事物的研究都假定，或者至少希望，研究对象本身服从于一种与我们所使用的逻辑或多或少相同的逻辑。”反之亦然，任何逻辑或方法论都要以某个主题为基础。没有思想就没有思想的对象，思想总是意味着思考某件事。流行的认识论和方法论认为，与上述相反，方法是独立的主题。它从牛顿的伟大成就中获得了它的合理性，使力学成为基础科学，它根据运动的粒子来设想世界。它还引入了事物本身与它们产生的方式或它们如何被认识之间的区别。
Any epistemology, any methodology, and any learning theory as well, is based on a metaphysics, on an idea of what makes up the world and what brings about the things which exist in the world. In his 1898 Cambridge lecture on the logic of continuity Peirce said, for instance: "Every attempt to understand anything every research supposes, or at least hopes, that the very objects of study themselves are subject to a logic more or less identical with that which we employ" [CP 6.189]. And viceversa any logic or methodology is to be grounded in some subject matter. There is no thought without an object of thought, thinking always means thinking about something. Prevailing epistemology and methodology considers, in contrast to the above, method to be independent of subject matter. It gained its plausibility from Newton's great achievement, making mechanics the basic science, and it conceives of the world in terms of particles in motion. It also introduced a distinction between the things themselves and the manner in which they come about or how they come to be known.