Semiotica 2007 (164):101-121 (2007)

Michael H. G. Hoffmann
Georgia Institute of Technology
Signs do not only “represent” something for somebody, as Peirce’s definition goes, but also “mediate” relations between us and our world, including ourselves, as has been elaborated by Vygotsky. We call the first the representational function of a sign and the second the epistemological function since in using signs we make distinctions, specify objects and relations, structure our observations, and organize societal and cognitive activity. The goal of this paper is, on the one hand, to develop a model in which both these functions appear as complementary and, on the other, to show that this complementarity is essential for the dynamics of scientific activity, causing a dialectical process of generating new epistemological and representational means. This will be demonstrated with an example of how two scientists with different background knowledge analyze educational data collaboratively
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DOI 10.1515/sem.2007.021
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References found in this work BETA

Problems with Peirce's Concept of Abduction.Michael Hoffmann - 1999 - Foundations of Science 4 (3):271-305.
Semiotics and Education.Donald J. Cunningham - 1987 - American Journal of Semiotics 5 (2):195-199.
On the Circumstantial Relation Between Meaning and Content.Jon Barwise - 1988 - In Umberto Eco (ed.), Meaning and Mental Representations. Bloomington: Indiana University Press. pp. 496--23.
The Concept of Mind.Gilbert Ryle - 1950 - British Journal for the Philosophy of Science 1 (4):328-332.

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Citations of this work BETA

Learning From People, Things, and Signs.Michael H. G. Hoffmann - 2007 - Studies in Philosophy and Education 26 (3):185-204.

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