And finally, a related perceptual matter. You've probably seen
this before, but it's always somewhat amazing to me (does anyone have a theory
as to why it's iprmoatnt taht the frist and lsat ltteer be in the rghit pclae?
Dear Gary,
There is a lot of research showing the
importance that
Jim Piat wrote:
Way cool graphic!
Glad you liked it. Here are a few others suitable to a philosophical
list.
And finally, a related perceptual matter. You've probably seen this
before, but it's always somewhat amazing to me (does anyone have a
theory as to w
My six year old daughter (who posed a
question about "nothing" some time ago) has been reading at a six year olds
level for about a year now (thankfully unremarkable). She came to me recently
and said "I learned that words are made of letters at school today". I said
"Grace,
Way cool graphic!
Jim Piat
---
Message from peirce-l forum to subscriber archive@mail-archive.com
I know the feeling, Ben. I look forward to
your return. All the best! Let me know if I can be of any practical
help.
Jim Piat
- Original Message -
From:
Benjamin Udell
To: Peirce Discussion Forum
Sent: Wednesday, September 13, 2006 4:14
PM
Subject: [peir
Darrel, list,
You wrote:
DS:
It would seem my teaching of letters and words may not have had learning
in my mind, hence; I am not a teacher.
It seems to me that a parent entering into this kind of dialogue with
his child certainly has learning "in his mind" at that moment
(even if perhaps no
Jim, list,
This remains interesting, but, generally, this forum is too addictive for
me! I have to get on with practical matters which are, at this point, getting
over my head. So I'm unsubscribing for a few months. Thanks for people's
interest, Gary, Joe, Jim P., Jim W., Bernard, and any o
Ben,
You say,
"Saying that the NLC 'theory' of cognition (which seems to me no more a cognition theory than Peircean truth theory is an inquiry theory even though it references inquiry) is sufficient except when we talk about possibility, feasibility, etc., is -- especially if that list includ
All,
This post
probably will not advance the subject, but I thought I would share an
insight it has brought to me.
My six year old daughter (who posed a
question about "nothing" some time ago) has been reading at a six year olds
level for about a year now (thankfully unremarkabl
I forgot to include the graphic. Here it is.
Gary Richmond wrote:
Arnold, Jim, list,
I hope you won't mind my posting my response to your personal email,
Arnold, as your comments seem most pertinent to the subject of the
thread.
[Note: off-list I sent Arnold a graphic image: the
Arnold, Jim, list,
I hope you won't mind my posting my response to your personal email,
Arnold, as your comments seem most pertinent to the subject of the
thread.
[Note: off-list I sent Arnold a graphic image: the reflection of
teaching as learning which is attached here and should appear at
Jim,
>[Jim Willgoose:] I am playing at trying to reject it. ("poss.Bs &
poss.~Bs") I have accepted it more often than not.
Now you tell me.
>[Jim] I also understand the difference between discussing formal
properties that hold between propositions (modal or non-modal) and forming a
"1
REPLY:
I would say that his theory of representation has to be capable of
articulating that distinction or there is something wrong with it, but I don't
think that it is to be looked for merely in the distinction between the dyadic
and the triadic but rather in something to do
Joe, Jim
What Joe has said in his response to Jim of Sept 12, seems to reflect something that may have arisen from Peirce's early exposure to philosophy: his reading of Schiller's _Aesthetic Letters_. In writing up a report on cultural impacts in occupational health and safety, I found myself r
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