John S., List: JFS: But I would like to emphasize several important goals:
#1 has been done already, unless you are referring to additional manuscripts that are not included in the Harvard microfilms. You can view the images themselves at https://rs.cms.hu-berlin.de/peircearchive/pages/home.php, and ongoing efforts to transcribe some of them at https://fromthepage.com/collection/show?collection_id=16. Anyone is welcome to join the latter endeavor. Ideally, the Peirce Edition Project would be making greater strides toward #2 and #3, but for various reasons has not been able to do so. JFS: I suspect that Peirce replaced 'tone' with 'mark' for the same reason. Again, the textual evidence is quite thin that Peirce *replaced "*Tone" with "Mark." All that we can say *definitively *is that he *considered *doing this, and *experimented *with using "Mark" rather than "Tone" in a single draft letter to Lady Welby, while at the very same time still writing "Tone" in his Logic Notebook. Regards, Jon Alan Schmidt - Olathe, Kansas, USA Professional Engineer, Amateur Philosopher, Lutheran Layman www.LinkedIn.com/in/JonAlanSchmidt - twitter.com/JonAlanSchmidt On Tue, Aug 14, 2018 at 11:56 PM, John F Sowa <s...@bestweb.net> wrote: > On 8/14/2018 5:30 PM, Gary Richmond wrote: > >> I too agree with Gary f and JAS that choosing 'mark' rather than 'tone' >> is a judgment call. >> > > To end an overlong thread, I won't debate that point. > > But I would like to emphasize several important goals: > > 1. Digitizing at high resolution thousands of pages of Peirce's > MSS that are rapidly crumbling into dust. This must be done > ASAP because most of the paper is acid-based, and a great > deal has already been lost. > > 2. Transcribing, organizing, and dating all the MSS in a form > that is easily searchable so that anyone can bring to bear all > relevant information as quickly and effectively as possible. > > 3. Develop better tools to facilitate collaboration among anyone > and everyone who may be interested in exploring any particular > area of Peircean studies. > > Those three goals are preliminaries. They address the need for > a solid foundation for going forward. My primary goal has always > been to apply Peirce's insights to future research and teaching. > > That means Peirce's terminology will have to be merged with and > related to current terminology in the various sciences. Some of > it will be left in the footnotes, not the main stream. > > As an example, I'll cite the introduction to Peirce's EGs, which > I have based on his 1909-1911 notation and terminology: > http://jfsowa.com/talks/egintro.pdf > > Peirce's EGs are language independent. The EG rules are easier > to show than to explain, and I try to reduce the verbiage to > the barest minimum. For all the students, the most important > task is to teach them how to *think* in terms of the diagrams. > > After they learn how to think in EGs, they'll have a better > foundation for learning other notations and applications of > logic. Only a small percentage will ever go back to Peirce's > originals. For them, learning Peirce's older terminology will > be trivial once they know how to think in EGs. > > I believe that the same issues apply to Peirce's semiotic. > The most important task is to learn how to think. After they > learn the basic framework, most of the students will go forward. > Only a few will go back to the originals. > > Re mark vs tone: I have found that students learn the triad > mark/token/type faster than tone/token/type, and they remember > it longer. I suspect that Peirce replaced 'tone' with 'mark' > for the same reason. > > Since it's a judgment call, my call is for Peirce's judgment, > my students' judgment, and my own judgment. > > John
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