Showing posts with label Knowing. Show all posts
Showing posts with label Knowing. Show all posts

Saturday, June 15, 2013

How Memory Works: 10 Things Most People Get Wrong

How Memory Works: 10 Things Most People Get Wrong

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"If we remembered everything we should on most occasions be as ill off as if we remembered nothing." ~William James
It's often said that a person is the sum of their memories. Your experience is what makes you who you are.
Despite this, memory is generally poorly understood, which is why many people say they have 'bad memories'. That's partly because the analogies we have to hand—like that of computer memory—are not helpful. Human memory is vastly more complicated and quirky than the memory residing in our laptops, tablets or phones.
Here is my 10-point guide to the psychology of memory (it is based on an excellent review chapter by the distinguished UCLA memory expert, Professor Robert A. Bjork)

1. Memory does not decay

Everyone has experienced the frustration of not being able to recall a fact from memory. It could be someone's name, the French for 'town hall' or where the car is parked.
So it seems obvious that memories decay, like fruit going off. But the research tends not to support this view. Instead many researchers think that in fact memory has a limitless capacity. Everything is stored in there but, without rehearsal, memories become harder to access. This means it's not the memory that's 'going off' it's the ability to retrieve it.
But what on earth is the point of a brain that remembers everything but can't recall most of it? Here's what:

2. Forgetting helps you learn

The idea that forgetting helps you learn seems counter-intuitive, but think of it this way: imagine if you created a brain that could remember and recall everything. When this amazing brain was trying to remember where it parked the car, it would immediately bring to mind all the car parks it had ever seen, then it would have to sort through the lot.
Obviously the only one that's of interest is the most recent. And this is generally true of most of our memories. Recent events are usually much more important than ones that happened a long time ago.
To make your super-brain quicker and more useful in the real world you'd have to build in some system for discounting old, useless info. In fact, of course, we all have one of these super-brains with a discounting system: we call it 'forgetting'.
That's why forgetting helps you learn: as less relevant information becomes inaccessible, we are naturally left with the information that is most important to our daily survival.

3. 'Lost' memories can live again

There's another side to the fact that memories do not decay. That's the idea that although memories may become less accessible, they can be revived.
Even things that you have long been unable to recall are still there, waiting to be woken. Experiments have shown that even information that has long become inaccessible can still be revived. Indeed it is then re-learned more quickly than new information.
This is like the fact that you never forget how to ride a bike, but it doesn't just apply to motor skills, it also applies to memories.

4. Recalling memories alters them

Although it's a fundamental of memory, the idea that recall alters memories seems intuitively wrong. How can recalling a memory change it?
Well, just by recalling a memory, it becomes stronger in comparison to other memories. Let's run this through an example. Say you think back to one particular birthday from childhood and you recall getting a Lego spaceship. Each time you recall that fact, the other things you got for your birthday that day become weaker in comparison.
The process of recall, then, is actually actively constructing the past, or at least the parts of your past that you can remember.
This is only the beginning though. False memories can potentially be created by this process of falsely recalling the past. Indeed, psychologists have experimentally implanted false memories.
This raises the fascinating idea that effectively we create ourselves by choosing which memories to recall.

5. Memory is unstable

The fact that the simple act of recall changes memory means that it is relatively unstable. But people tend to think that memory is relatively stable: we forget that we forgot and so we think we won't forget in the future what we now know.
What this means is that students, in particular, vastly underestimate how much effort will be required to commit material to memory. And they're not the only ones. This leads to...

6. The foresight bias

Everyone must have experienced this. You have an idea that is so great you think it's impossible you'll ever forget it. So you don't bother writing it down. Within ten minutes you've forgotten it and it never comes back.
We see the same thing in the lab. In one study by Koriat and Bjork (2005) people learned pairs of words like 'light-lamp', then are asked to estimate how likely it is they'll be able to answer 'lamp' when later given the prompt 'light'. They are massively over-confident and the reason is this foresight bias. When they get the word 'light' later all kinds of other things come to mind like 'bulb' or 'shade' and the correct answer isn't nearly as easy to recall as they predicted.

7. When recall is easy, learning is low

We feel clever when we recall something instantly and stupid when it takes ages. But in terms of learning, we should feel the exact reverse. When something comes to mind quickly, i.e. we do no work to recall it, no learning occurs. When we have to work hard to bring it to consciousness, something cool happens: we learn.
When people's memories are tested, the more work they have done to construct, or re-construct, the target memory, the stronger the memory eventually becomes. This is why proper learning techniques always involve testing, because just staring at the information isn't good enough: learning needs effortful recall.

8. Learning depends heavily on context

Have you ever noticed that when you learn something in one context, like the classroom, it becomes difficult to recall when that context changes?
This is because learning depends heavily on how and where you do it: it depends on who is there, what is around you and how you learn.
It turns out that in the long-term people learn information best when they are exposed to it in different ways or different contexts. When learning is highly context-dependent, it doesn't transfer well or stick as well over the years.
I had a friend at University who swore that standing on a chair or up against a wall helped him to revise. I used to laugh at him but there was method in his madness.

9. Memory, reloaded

If you want to learn to play tennis, is it better to spend one week learning to serve, the next week the forehand, the week after the backhand, and so on? Or should you mix it all up with serves, forehands and backhands every day?
It turns out that for long-term retention, memories are more easily recalled if learning is mixed up. This is just as true for both motor learning, like tennis, as it is for declarative memory, like what's the capital of Venezuela (to save you googling: it's Caracas).
The trouble is that learning like this is worse to start off with. If you practice your serve then quickly switch to the forehand, you 'forget' how to serve. So you feel things are going worse than if you just practice your serve over-and-over again. But, in the long-run this kind of mix-and-match learning works best.
One explanation for why this works is called the 'reloading hypothesis'. Each time we switch tasks we have to 'reload' the memory. This process of reloading strengthens the learning.

10. Learning is under your control

The practical upshot of these facts about memory is that we often underestimate how much control we have over our own memory.
For example, people tend to think that some things are, by their nature, harder to learn, and so they give up. However, techniques like using different contexts, switching between tasks and strenuous reconstruction of memories can all help boost retention.
People also tend to think that the past is fixed and gone; it can't be changed. But how we recall the past and think about it can be changed. Recalling memories in different ways can help us re-interpret the past and set us off on a different path in the future. For example, studies have shown that people can crowd out painful negative memories by focusing on more positive ones (Levy & Anderson, 2008).
All in all, our memory isn't as poor as we might imagine. It may not work like a computer, but that's what makes it all the more fascinating to understand and experience.

How Memory Works: 20 Psychological Insights

How Memory Works: 20 Psychological Insights

1
How Memory Works: 10 Things Most People Get Wrong
http://www.spring.org.uk/2012/10/how-memory-works-10-things-most-people-get-wrong.php

2
Why People’s Names Are So Hard to Remember
http://www.spring.org.uk/2011/12/why-peoples-names-are-so-hard-to-remember.php

3
How Memories are Distorted and Invented: Misattribution
http://www.spring.org.uk/2008/02/how-memories-are-distorted-and-invented.php

4
Memory Improved 20% by Nature Walk
http://www.spring.org.uk/2009/01/memory-improved-20-by-nature-walk.php

5
Absent-Mindedness: A Blessing in Disguise?
http://www.spring.org.uk/2008/01/absent-mindedness-blessing-in-disguise.php

6
Mind Pops: Memories That Come From Nowhere
http://www.spring.org.uk/2012/11/mind-pops-memories-that-come-from-nowhere.php

7
How Quickly We Forget: The Transience of Memory
http://www.spring.org.uk/2008/01/how-quickly-we-forget-transience-of.php

8
Reconstructing the Past: How Recalling Memories Alters Them
http://www.spring.org.uk/2013/02/reconstructing-the-past-how-recalling-memories-alters-them.php

9
Can Doodling Improve Memory and Concentration?
http://www.spring.org.uk/2013/01/can-doodling-improve-memory-and-concentration.php

10
On the Tip-of-the-Tongue: Blocked Memories
http://www.spring.org.uk/2008/01/on-tip-of-tongue-blocked-memories.php

11
Six Memory Myths
http://www.spring.org.uk/2011/08/memory-test-whats-your-score.php

12
Memory Improved By Saying Words Aloud
http://www.spring.org.uk/2010/06/memory-improved-by-saying-words-aloud.php

13
Infant Memory Works From Very Early
http://www.spring.org.uk/2008/05/infant-memory-works-from-very-early.php

14
Memories Are Made of This
http://www.spring.org.uk/2008/10/memories-are-made-of-this.php

15
Memory Enhanced by a Simple Break After Reading
http://www.spring.org.uk/2012/08/memory-enhanced-by-a-simple-break-after-reading.php

16
The Persistence of Memory
http://www.spring.org.uk/2008/02/persistence-of-memory.php

17
7 Simple Ways to Improve Your Memory Without Any Training
http://www.spring.org.uk/2011/05/7-simple-ways-to-improve-your-memory-without-any-training.php

18
How the Consistency Bias Warps Our Personal and Political Memories
http://www.spring.org.uk/2008/02/how-consistency-bias-warps-our-personal.php

19
The Temporal Doppler Effect: Why The Future Feels Closer Than The Past
http://www.spring.org.uk/2013/03/the-temporal-doppler-effect-why-the-future-feels-closer-than-the-past.php

20
Implanting False Memories: Lost in the Mall & Paul Ingram
http://www.spring.org.uk/2008/02/implanting-false-memories-lost-in-mall.php


http://www.spring.org.uk/2013/06/how-memory-works-20-psychological-insights.php

Korean universities Teaching Jobs

I don't know about the document you're referring to, but I know that a Master's will make you more employable. Particularly as Korean universities are already planning or making cuts in their staffs (including professors) and programmes (majors/courses).
If you want to teach English, an MA or MEd in English, linguistics, applied linguistics, or TESOL/TEFL would be most valuable, I believe. I know some people who only have Master's degrees and teach in other subjects at universities, but I think these jobs will become rarer as well.
This is mainly speculation, of course, but I know for a fact that cuts are happening or coming in a number of Korean universities because of the decline in the birth rate which will lead to reduced enrollments by somewhere between 2017 and 2020.


I agree with Mathew that uni positions will soon be hard to come by, and already have become quite competitive. Our university has already added a requirement that candidates need two years teaching experience at the university level in addition to an MA, and we are still flooded with qualified applications. Currently, an MA via a distance program can be sufficient, but preference is still given to those who get MAs through traditional programs.

As I have come to understand things, a master's degree is required for advancement into the professor rank (E-1), however, one may still be hired by a university at a level below that, e.g., an instuctor under an E-2 visa. The greatest asset for an entry level hire is not always the master's degree but rather university equivalent years of experience. Once a person has at least 2 years of experience they may seek a teaching position at a uni. Unfortunately, univeraities do not include hakwon experience when calculating the required years of experience a candidate has at the time they apply for a professorship. Hakwon experience is included in the calculation of required years toward an instructor position though.
This blog has run a series of interviews that you might find helpful. http://www.alienteachers.com/1/post/2013/05/ma-tesolapplied-linguistics-interview-1-with-tyson-seburnt.html

Thursday, May 16, 2013

Ariadne's thread (logic)

Ariadne's thread (logic)

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Ariadne's thread, named for the legend of Ariadne, is the solving of a problem with multiple apparent means of proceeding - such as a physical maze, a logic puzzle, or an ethical dilemma - through an exhaustive application of logic to all available routes. It is the particular method used that is able to follow completely through to trace steps or take point by point a series of found truths in a contingent, ordered search that reaches a desired end position. This process can take the form of a mental record, a physical marking, or even a philosophical debate; it is the process itself that assumes the name.

Contents

Implementation

The key element to applying Ariadne's thread to a problem is the creation and maintenance of a record - physical or otherwise - of the problem's available and exhausted options at all times. This record is referred to as the "thread", regardless of its actual medium. The purpose the record serves is to permit backtracking - that is, reversing earlier decisions and trying alternatives. Given the record, applying the algorithm is straightforward:
  • At any moment that there is a choice to be made, make one arbitrarily from those not already marked as failures, and follow it logically as far as possible.
  • If a contradiction results, back up to the last decision made, mark it as a failure, and try another decision at the same point. If no other options exist there, back up to the last place in the record that does, mark the failure at that level, and proceed onward.
This algorithm will terminate upon either finding a solution or marking all initial choices as failures; in the latter case, there is no solution. If a thorough examination is desired even though a solution has been found, one can revert to the previous decision, mark the success, and continue on as if a solution were never found; the algorithm will exhaust all decisions and find all solutions.

Distinction from trial and error

The terms "Ariadne's thread" and "trial and error" are often used interchangeably, which is not necessarily correct. They have two distinctive differences:
  • "Trial and error" implies that each "trial" yields some particular value to be studied and improved upon, removing "errors" from each iteration to enhance the quality of future trials. Ariadne's thread has no such mechanic, making all decisions arbitrarily. For example, the scientific method is trial and error; puzzle-solving is Ariadne's thread.
  • Trial-and-error approaches are rarely concerned with how many solutions may exist to a problem, and indeed often assume only one correct solution exists. Ariadne's thread makes no such assumption, and is capable of locating all possible solutions to a purely logical problem.
In short, trial and error approaches a desired solution; Ariadne's thread blindly exhausts the search space completely, finding any and all solutions. Each has its appropriate distinct uses. They can be employed in tandem - for example, although the editing of a Wikipedia article is arguably a trial-and-error process (given how in theory it approaches an ideal state), article histories provide the record for which Ariadne's thread may be applied, reverting detrimental edits and restoring the article back to the most recent error-free version, from which other options may be attempted.

Applications

Obviously, Ariadne's thread may be applied to the solving of mazes in the same manner as the legend; an actual thread can be used as the record, or chalk or a similar marker can be applied to label passages. If the maze is on paper, the thread may well be a pencil.
Logic problems of all natures may be resolved via Ariadne's thread, the maze being but an example. At present, it is most prominently applied to Sudoku puzzles, used to attempt values for as-yet-unsolved cells. The medium of the thread for puzzle-solving can vary widely, from a pencil to numbered chits to a computer program, but all accomplish the same task. Note that as the compilation of Ariadne's thread is an inductive process, and due to its exhaustiveness leaves no room for actual study, it is largely frowned upon as a solving method, to be employed only as a last resort when deductive methods fail.
Artificial intelligence is heavily dependent upon Ariadne's thread when it comes to game-playing, most notably in programs which play chess; the possible moves are the decisions, game-winning states the solutions, and game-losing states failures. Due to the massive depth of many games, most algorithms cannot afford to apply Ariadne's thread entirely on every move due to time constraints, and therefore work in tandem with a heuristic that evaluates game states and limits a breadth-first search only to those that are most likely to be beneficial, a trial-and-error process.
Even circumstances where the concept of "solution" is not so well defined have had Ariadne's thread applied to them, such as navigating the World Wide Web, making sense of patent law, and in philosophy; "Ariadne's Thread" is a popular name for websites of many purposes, but primarily for those that feature philosophical or ethical debate.

See also

References

Wednesday, May 15, 2013

The Post Grad Dilemma: Adjusting To Life After College

The Post Grad Dilemma: Adjusting To Life After College

The Post Grad Dilemma: Adjusting To Life After College
Life
The world after college can be a scary and awkward place. You leave college thinking you are an adult ready to start the career you’ve spent years preparing for. Honestly, this could not be further from the truth. You think freshman year was difficult? Well once you graduate college, you are back at the bottom of the totem pole.
You are likely to go through a lot of career changes as you try to figure out the path you want to take in life. These are the times to gain experience and decide who you want to become. College was a bubble where you were only surrounded by people in your same age bracket. The real world is filled with people of all ages with tons of more experience than you. You think what you learned in the classroom is going to get you further in life? No, it’s what you learn throughout your 20s that will shape the rest of your life.
“The party’s over. What am I going to do with my life now?”
There is no coasting through life after college. Sure you may have gotten an A by doing minimal amounts of work, but that sh*t don’t fly in the real world. There are no pledges to check into your job for you. Your responsibilities are your own and your success is determined by your hard work. If you want to become lucrative, you need to exert every ounce of strength and determination you possess. You determine your future.
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Dating in college was a temporary commitment revolving around partying and schoolwork. Dating in the post grad world tends to focus around long-term commitment. You realize that you are getting older and that each person you date comes with the question, “Can I see myself with this person for the long run?” Learn what you can from each person you date so that you better know what qualities you do and don’t want from a partner. There’s no reason to stay in a relationship at this age if it is not completely fulfilling you. Interact with as many people as possible and learn what it is you truly desire.
“I used to think it was lame to live with your parents after college. Now, I see the true value of not paying rent and free laundry.”
There are no meal plans in the real world; you are responsible for feeding yourself. Your parents no longer support your basic needs. You need to learn how to be fiscally responsible, a huge task that college does not prepare you for. This is not the time to waste money on things you don’t need, this is the time to save.
The emotional rollercoaster you go through at this time can be gut wrenching. The uncertainty this world offers can make you happy one day and lonely and depressed the next. This is normal and should deter you from accomplishing your goals. Your friends will all be on different career paths, earning different salaries. You cannot fall into the trap of comparing yourself to these people; jealously is a limit you place on yourself.
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It takes a long period of adjustment to become acclimated to the functioning of the real world. It helps to remember that you are not alone and there are thousands upon thousands of people going through the same feelings and situations you are. Everyone is just as confused as you are; everyone experiences the same highs and lows.
“You are braver than you believe, stronger than you seem and smarter than you think.”
Long gone are the days where you could go out seven days a week, the rigor of your career prevents that. There are no more tequila Tuesdays and no more wine Wednesdays. As you get older and more involved in your career, you finally realize all those college nights of staying up until 4 a.m. are not an option here.
You’re in bed by 11, since skipping “class” is not an option. There’s no hitting the snooze button and saying I’ll get the notes from some chick in class. If you don’t go to work, you’re fired. There’s no doctor’s note or excuse you can pull. Your attendance in the real world is mandatory, not optional.
collegeparty
Your weekends that once were filled with day drinking and smoking are now replaced by running errands because you’re too busy during the week. Instead of focusing on what you’re going to wear to that party, you’re concerned about grocery shopping, dry cleaning and buying toiletries. For guys, that Novem-beard is a notion of the past since the real world demands you show up clean-shaven everyday.
Life in college was basically a carefree ride, but now is the time to buckle down. Face it, we’re adults and we’re all in this together. Don’t be discouraged that college is over, but instead embrace the new lifestyle the post grad world has to offer and make the most out of it. Lean on your friends since you are all going through the challenges. It will be an adjustment at first but soon you will realize that your twenties can be the best time of your life. You have a whole new world to explore.

The 20 Mistakes You Don’t Want To Make In Your 20s

The 20 Mistakes You Don’t Want To Make In Your 20s

The 20 Mistakes You Don’t Want To Make In Your 20s
Life

The 20 Mistakes You Don’t Want To Make In Your 20s


Your 20s are undoubtedly the most pivotal time in your life. While there are plenty of temptations and distractions, the decisions you make here are truly what dictate your future, as the weak fall and only the strong survive.
Do you have what it takes to become a monumental success? Or will you live out a life of mediocrity? The choice is up to you. While many think they have all the answers and the keys to success, we have seen too many times before those people make the same pitfalls.
This is the time for you to hustle, scrap and fight for the life that you want for yourself. You manifest your own destiny during these crucial years.
Every move you make is a test. Don’t f*ck it up. These are the 20 Mistakes You Don’t Want To Make In Your 20s.
  • 20. Working for money, not for building your dreams

    20. Working for money, not for building your dreams
    Never do anything just because it’s convenient for you. Look to challenge yourself and build your own dream instead of building someone else’s. Even if it doesn’t exactly make sense now, create something with great value so you can cash out big. Always look to the future and never for immediate compensation. What are you going to do with those weekly wages anyways? Stop being so entitled and pretending like you deserve cash, prizes and vacations just yet. You will soon realize once you’ve made it that making money doesn’t make you happy. It’s the journey.
  • 19. Thinking that this is the right time to fall in love

    19. Thinking that this is the right time to fall in love
    While all of your friends might be doing it, don’t fall into the trap of getting into a relationship. Sure it seems like the right thing to do, but your 20s are entirely too crucial for your personal growth for you to be focusing on fulfilling the wishes of another individual. Not only does it make you complacent with where you are in life, but it makes your boring. When your business is at stake and your future is resting on your shoulders, the last thing you need is to be bogged down by an insecure lover rushing you home. Get out there, meet new people, test the limits and have fun. It will take you to the places you’ve dreamed of going.
  • 18. Trying to act like the man rather than learning how to become one

    18. Trying to act like the man rather than learning how to become one
    Instead of going overboard on the Gucci monogram and bottles in the club, as if you just signed to Rocnation, spend the time focusing on your career. Every second counts and if more time is spent pretending to be the person you want to be instead of becoming that man, then you’ll sink in quick sand without even knowing it. A real man is willing to make sacrifices. If you aren’t down to put in the work, then please don’t act like you are. You can enjoy the success when you actually attain it.
  • 17. Making friends instead of earning trust

    17. Making friends instead of earning trust
    The in-crowd may be tempting, but you’ll probably fall victim to surrounding yourself with social climbers and bottle whores. We know you feel entitled to celebrate, but please relax. It’s never attractive when you act as though this is the last time you’ll ever see this in life. Make connections with people based on trial and error, not presuppositions and drunk ranting about what they can do for your business. If you ever want people to take you seriously, then you have to take them seriously. Just because you think you trust someone doesn’t always mean you can. Heed any red flags in the past before jumping into any kind of venture with them.
  • 16. Not caring because you only live once — that is for fools

    16. Not caring because you only live once — that is for fools
    We all are guilty of irrational decision-making in our 20s. Fast people and fast times with money in your pocket always lead to over-extending yourself. A life of partying, heavy drugs and pretty much having that YOLO attitude will leave you flat on your ass. Get focused and lock into what you’re supposed to be doing. If you don’t know what that is, then you better figure it out ASAP.
  • 15. Making all your wants, needs

    15. Making all your wants, needs
    Expensive women and cheap thrills coupled with the expensive sneakers should not be on the list of your needs. Setting the foundation for your business and team is far more important than updating your wardrobe and chasing sex. Distinguish between what you want and what you actually need. Make sure your priorities are in tact or you will lose your track.
  • 14. Forgetting that family comes first

    14. Forgetting that family comes first
    Those who supported you before anything deserve to be taken care of when you reach your success. If you aren’t doing this for the ones you love, then you’re not doing it right. Family comes first, no matter what happens. If you work for whom you love instead of just yourself, you will get far.
  • 13. Blaming anyone else but yourself for anything in life

    13. Blaming anyone else but yourself for anything in life
    Hold yourself accountable for everything. At the end of the day, all you have in the world is yourself — so go hard. Don’t look to anyone for answers and instead of making problems, create solutions. Whether it was that job you wanted, the funding you needed or the love you think you can’t live without, there is no one that can be held accountable in this universe except for you.
  • 12. Getting comfortable like you actually deserve down time

    12. Getting comfortable like you actually deserve down time
    Unless you’re fornicating with Victoria’s Secret models in Monaco this weekend, you shouldn’t even be thinking about taking a break any time soon. You need a vacation? What have you accomplished? Mark Cuban spent 7 years building out his first business before he even took a break. Don’t get lazy now.
  • 11. Sticking with jobs that didn't teach you anything

    11. Sticking with jobs that didn't teach you anything
    A bad job is like a bitchy girlfriend that gives bad head. Truthfully, the only reason you’re there is because it is the safest and easiest thing you know. Any job or relationship that allows for you to get comfortable should be avoided at all costs. The last scenario you could ever want is becoming like the rest of those miserable, 40-somethings faced with weekends of minivans and soccer practice.
  • 10. Following the crowd instead of forging against it

    10. Following the crowd instead of forging against it
    You can be aware of the trends, but never follow them. If all your time is spent trying to adjust to your surroundings, you’ll get lost in the crowd all the more easily. Success and greatness are constructed by trendsetters themselves, not those who latched on to what’s currently trending. We hope that you don’t have any aspirations to look like your favorite rapper. Temptation to be influenced by those who you aspire to be like is easy, but no one finds their calling following in the footsteps of another.
  • 9. Failing to energize those around you

    9. Failing to energize those around you
    Although you may sometimes think there is a lack of talent in your networks — this is never the case. It is your sole responsibility to inspire, encourage and drive those around you to success. Failing to do so only confirms that you fall victim to that which you accuse others of. Change and greatness can be sparked everywhere, but bring it upon yourself to trigger it.
  • 8. Think you need to stop learning and growing

    8. Think you need to stop learning and growing
    You have more zeros at the end of your bank statement, stamps in your passport and women in your bed than you had ever imagined. Don’t consider this your victory lap, but rather as a taste of greatness. Do you live to enjoy the moments you dreamed of or a lifetime of unimaginable success? The common misconception that once things are in your favor, you no longer have to put in the 3:00AM work hours is a dangerous problem. The fewer nights that you’re willing to put in the work, the fewer opportunities you will have to celebrate your achievements in the future.
  • 7. Thinking that anyone will ever pay you back

    7. Thinking that anyone will ever pay you back
    Your 20s will be accompanied with a slew of poor investments by yourself and those around you. Whether rich or poor, there will always be someone in your circle that will need a helping hand. If you ever think you’re going to see that money again, you’re sorely mistaken. If there were a plan of action and re-investment, then the truth is that you will not see $1 back. Times are tough, especially in your 20s and finding a route back to financial freedom is often seen only when winning the lotto or signing your first deal with Ca$h Money Records. Of course miracles do happen, but the probabilities that you’ve essentially given the money away are far too high.
  • 6. Spending your money on women who aren't escorts

    6. Spending your money on women who aren't escorts
    Your sex life is an investment — and the smarter the deals you execute, the savvier of an investor you become. Free sex is the most expensive sex in the world. Instead of navigating through an ambiguous investment in which you shower your woman with cash and prizes for the mediocre sex provided, deal with a professional as soon as possible. Although some of you may immediately jump to the negative connotations of a woman who is paid for sex, we suggest you take one step back. As an entrepreneur herself, why would you not want to deal with someone who has the same honesty and integrity that you do. Want a best friend? Buy a puppy. Want great sex? Call an escort.
  • 5. Holding on to friends that waste your time and add no value to your life

    5. Holding on to friends that waste your time and add no value to your life
    You’ll be sucked down into the abyss right with them if you don’t cut the fat of the group. Family and friends could have been great to you as a child, but if they no longer hold the value and inspiration that is needed for you to thrive in life, then cut them loose. The only individuals you should be surrounding yourself with are those that challenge your ideas and motivate you to find the next solution to your problems. No, not the pessimistic assholes who shoot down your ideas with their negativity, but rather the ones who genuinely want to see you succeed no matter what you do in life.
  • 4. Forgetting about the piggy bank and spending every dollar you have

    4. Forgetting about the piggy bank and spending every dollar you have
    If our check is for $9, than we’re most likely spending $30. Between credit cards, school loans and every other avenue for attaining a quick dollar, our need for immediate gratification is worse than ever. The truth is it’s about making more money, not saving it. But at the same time, if you have no means for expanding your revenue channels then you must be able to save a few dollars here and there. No one like to have to walk to work because they blew every dollar at LAVO.
  • 3. Mistaking safe sex for anything besides anal

    3. Mistaking safe sex for anything besides anal
    If you don’t want to have a child then you better limit your excuses. As vulgar as it may sound, sometimes there are only a few options in life, so you must avoid all potential margins of error. The road to success is not paved with having responsibilities of children and your future wife to be. This is a somewhat lonely journey that you must take by yourself and those you love will be able to celebrate with you after.
  • 2. Dating unstable women with mommy and daddy issues

    2. Dating unstable women with mommy and daddy issues
    We need to control the invincibility we all feel when it comes to women. Whether she’s a stripper or a sorority girl, we feel the need to be the knight in shining armor for our women. As chivalrous as this may seem, we hate to break it to you, but you will never be able to change anyone. By setting yourself up for a losing battle, you’ve only ensured your misery for the next few months. She’s clingy for a reason, don’t be her Dr. Phil.
  • 1. Forgetting that karma is a huge b*tch

    1. Forgetting that karma is a huge b*tch
    Whether it’s burning bridges with people you loved, stealing your friend’s girlfriend, or plotting against an ex-partner, we must always remember that karma is the biggest b*tch we’ve ever met. There is nothing more true than the fact that whatever goes around comes around, and you are not immune to the cosmic forces that be. We’re not asking you to go on your Mother Teresa pilgrimage, but don’t be surprised when reality catches back up with you and brings you to your knees. Be a good person. You’ll get further in life.

Sunday, May 12, 2013

Essentialism

Essentialism

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Essentialism is the view that, for any specific entity (such as an animal, a group of people, a physical object, a concept), there is a set of attributes which are necessary to its identity and function.[1] In Western thought the concept is found as early as the work of Plato and Aristotle: Platonic idealism is the earliest known theory of how all known things and concepts have an essential reality behind them (an "Idea" or "Form"), an essence that makes those things and concepts what they are. Aristotle's Categories proposes that all objects are the objects they are by virtue of their substance, that the substance makes the object what it is. The essential qualities of an object, so George Lakoff summarizes Aristotle's highly influential view, are "those properties that make the thing what it is, and without which it would be not that kind of thing". [2] This view is contrasted with non-essentialism, which states that, for any given kind of entity, there are no specific traits which entities of that kind must possess.
Essentialism has been controversial from its beginning. Plato's Socrates already problematizes the concept of the Idea by positing in the Parmenides that if we accept Ideas of such things as Beauty and Justice (every beautiful thing or just action would partake of that Idea in some sense in order to be beautiful or just), we must also accept the "existence of separate forms for hair, mud, and dirt".[3] In biology and other natural sciences, essentialism provided the basis for and rationale of taxonomy at least until the time of Charles Darwin;[4] the precise role and importance of essentialism in biology is still a matter of debate.[5] In gender studies, essentialism (summarized as the basic proposition that men and women are essentially different) continues to be a matter of contention--French structuralist feminism was often accused of subscribing to an essentialism, which was set in contrast to gender contructionism.[6]

Contents

Life is within mutual contradictions. That is the true state of reality. And language (being logic) is impossible to express true reality. This truth can only be expressed through paintings, music, and art.

Life is within mutual contradictions.
That is the true state of reality.
And language (being logic) is impossible to express true reality.
This truth can only be expressed through paintings, music, and art.

Saturday, May 11, 2013

James Rhodes: 'Find what you love and let it kill you'

James Rhodes: 'Find what you love and let it kill you'

My life as a concert pianist can be frustrating, lonely, demoralising and exhausting. But is it worth it? Yes, without a shadow of a doubt

James Rhodes
'Isn't it worth fighting back in some small way?' Pianist James Rhodes. Photograph: Dave Brown 2012

After the inevitable "How many hours a day do you practice?" and "Show me your hands", the most common thing people say to me when they hear I'm a pianist is "I used to play the piano as a kid. I really regret giving it up". I imagine authors have lost count of the number of people who have told them they "always had a book inside them". We seem to have evolved into a society of mourned and misplaced creativity. A world where people have simply surrendered to (or been beaten into submission by) the sleepwalk of work, domesticity, mortgage repayments, junk food, junk TV, junk everything, angry ex-wives, ADHD kids and the lure of eating chicken from a bucket while emailing clients at 8pm on a weekend.
Do the maths. We can function - sometimes quite brilliantly - on six hours' sleep a night. Eight hours of work was more than good enough for centuries (oh the desperate irony that we actually work longer hours since the invention of the internet and smartphones). Four hours will amply cover picking the kids up, cleaning the flat, eating, washing and the various etceteras. We are left with six hours. 360 minutes to do whatever we want. Is what we want simply to numb out and give Simon Cowell even more money? To scroll through Twitter and Facebook looking for romance, bromance, cats, weather reports, obituaries and gossip? To get nostalgically, painfully drunk in a pub where you can't even smoke?


Link to video: James Rhodes live session: How Beethoven wrote Piano Sonata in E Flat, Op31 No3 second movement (Scherzo) 
What if you could know everything there is to know about playing the piano in under an hour (something the late, great Glenn Gould claimed, correctly I believe, was true)? The basics of how to practise and how to read music, the physical mechanics of finger movement and posture, all the tools necessary to actually play a piece - these can be written down and imparted like a flat-pack furniture how-to-build-it manual; it then is down to you to scream and howl and hammer nails through fingers in the hope of deciphering something unutterably alien until, if you're very lucky, you end up with something halfway resembling the end product.
What if for a couple of hundred quid you could get an old upright on eBay delivered? And then you were told that with the right teacher and 40 minutes proper practice a day you could learn a piece you've always wanted to play within a few short weeks. Is that not worth exploring?

What if rather than a book club you joined a writer's club? Where every week you had to (really had to) bring three pages of your novel, novella, screenplay and read them aloud?

What if, rather than paying £70 a month for a gym membership that delights in making you feel fat, guilty and a world away from the man your wife married you bought a few blank canvases and some paints and spent time each day painting your version of "I love you" until you realised that any woman worth keeping would jump you then and there just for that, despite your lack of a six-pack?

I didn't play the piano for 10 years. A decade of slow death by greed working in the City, chasing something that never existed in the first place (security, self-worth, Don Draper albeit a few inches shorter and a few women fewer). And only when the pain of not doing it got greater than the imagined pain of doing it did I somehow find the balls to pursue what I really wanted and had been obsessed by since the age of seven – to be a concert pianist.

Admittedly I went a little extreme – no income for five years, six hours a day of intense practice, monthly four-day long lessons with a brilliant and psychopathic teacher in Verona, a hunger for something that was so necessary it cost me my marriage, nine months in a mental hospital, most of my dignity and about 35lbs in weight. And the pot of gold at the end of the rainbow is not perhaps the Disney ending I'd envisaged as I lay in bed aged 10 listening to Horowitz devouring Rachmaninov at Carnegie Hall. 

My life involves endless hours of repetitive and frustrating practising, lonely hotel rooms, dodgy pianos, aggressively bitchy reviews, isolation, confusing airline reward programmes, physiotherapy, stretches of nervous boredom (counting ceiling tiles backstage as the house slowly fills up) punctuated by short moments of extreme pressure (playing 120,000 notes from memory in the right order with the right fingers, the right sound, the right pedalling while chatting about the composers and pieces and knowing there are critics, recording devices, my mum, the ghosts of the past, all there watching), and perhaps most crushingly, the realisation that I will never, ever give the perfect recital. It can only ever, with luck, hard work and a hefty dose of self-forgiveness, be "good enough".

Reading this on a mobile? Click here to view video

And yet. The indescribable reward of taking a bunch of ink on paper from the shelf at Chappell of Bond Street. Tubing it home, setting the score, pencil, coffee and ashtray on the piano and emerging a few days, weeks or months later able to perform something that some mad, genius, lunatic of a composer 300 years ago heard in his head while out of his mind with grief or love or syphilis. A piece of music that will always baffle the greatest minds in the world, that simply cannot be made sense of, that is still living and floating in the ether and will do so for yet more centuries to come. That is extraordinary. And I did that. I do it, to my continual astonishment, all the time.

The government is cutting music programmes in schools and slashing Arts grants as gleefully as a morbidly American kid in Baskin Robbins. So if only to stick it to the man, isn't it worth fighting back in some small way? So write your damn book. Learn a Chopin prelude, get all Jackson Pollock with the kids, spend a few hours writing a Haiku. Do it because it counts even without the fanfare, the money, the fame and Heat photo-shoots that all our children now think they're now entitled to because Harry Styles has done it.

Charles Bukowski, hero of angsty teenagers the world over, instructs us to "find what you love and let it kill you". Suicide by creativity is something perhaps to aspire to in an age where more people know Katie Price better than the Emperor concerto.

Tuesday, May 7, 2013

Meritocracy:

Meritocracy:

The idea that individuals are selected and ranked competitively according to academic merit is the fundamental principle underlying the educational system in any society today, despite its deceptive function in converting social and cultural heritage into academic heritage, and diverting attention from social inequality to an inequality in the academic ability of individuals.


Thursday, May 2, 2013

Phronesis - Wisdom

Intellectual

In Book 6 of the Nicomachean Ethics, Aristotle distinguishes between two intellectual virtues which are sometimes translated as "wisdom": sophia and phronesis. Sophia (sometimes translated as "theoretical wisdom") is a combination of nous, the ability to discern reality, and epistēmē, a type of knowledge which is logically built up, and teachable, and which is sometimes equated with science. Sophia, in other words, involves reasoning concerning universal truths. Phronesis also combines a capability of rational thinking, with a type of knowledge. On the one hand it requires the capability to rationally consider actions which can deliver desired effects. Aristotle says that phronesis is not simply a skill (technē), however, as it involves not only the ability to decide how to achieve a certain end, but also the ability to reflect upon and determine good ends consistent with the aim of living well overall. Aristotle points out that although sophia is higher and more serious than phronesis, the highest pursuit of wisdom and happiness requires both, because phronesis facilitates sophia. He also associates phronesis with political ability.

Ethical

According to Aristotle' theory on rhetoric phronesis is one of the three types of appeal to character (ethos). The other two are respectively appeals to arete (virtue) and eunoia (goodwill).
Gaining phronesis requires maturation, in Aristotle's thought:
Whereas young people become accomplished in geometry and mathematics, and wise within these limits, prudent young people do not seem to be found. The reason is that prudence is concerned with particulars as well as universals, and particulars become known from experience, but a young person lacks experience, since some length of time is needed to produce it (Nicomachean Ethics 1142 a).
Phronesis is concerned with particulars, because it is concerned with how to act in particular situations. One can learn the principles of action, but applying them in the real world, in situations one could not have foreseen, requires experience of the world. For example, if one knows that one should be honest, one might act in certain situations in ways that cause pain and offense; knowing how to apply honesty in balance with other considerations and in specific contexts requires experience.
Aristotle holds that having phronesis is both necessary and sufficient for being virtuous; because phronesis is practical, it is impossible to be both phronetic and akratic; i.e., prudent persons cannot act against their "better judgement."

Sunday, April 14, 2013

Sign (semiotics)

Sign (semiotics)

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In semiotics, a sign is something that can be interpreted as having a meaning, which is something other than itself, and which is therefore able to communicate information to the one interpreting or decoding the sign. Signs can work through any of the senses, visual, auditory, tactile, olfactory or taste, and their meaning can be intentional such as a word uttered with a specific meaning, or unintentional such as a symptom being a sign of a particular medical condition.
There are two major theories about the way in which signs acquire the ability to transfer information; both theories understand the defining property of the sign as being a relation between a number of elements. In the tradition of semiotics developed by Ferdinand de Saussure the sign relation is dyadic, consisting only of a form of the sign (the signifier) and its meaning (the signified). Saussure saw this relation as being essentially arbitrary motivated only by social convention. Saussure's theory has been particularly influential in the study of linguistic signs. The other major semiotic theory developed by C. S. Peirce defines the sign as a triadic relation as "something that stands for something, to someone in some capacity"[1] This means that a sign is a relation between the sign vehicle (the specific physical form of the sign), a sign object (the aspect of the world that the sign carries meaning about) and an interpretant (the meaning of the sign as understood by an interpreter). According to Peirce signs can be divided by the type of relation that holds the sign relation together as either icons, indices or symbols. Icons are those signs that signify by means of similarity between sign vehicle and sign object (e.g. a portrait, or a map), indices are those that signify by means of a direct relation of contiguity or causality between sign vehicle and sign object (e.g. a symptom), and symbols are those that signify through a law or arbitrary social convention.

Contents

Dyadic signs

According to Saussure (1857–1913), a sign is composed of the signifier[2] (signifiant), and the signified (signifié). These cannot be conceptualized as separate entities but rather as a mapping from significant differences in sound to potential (correct) differential denotation. The Saussurean sign exists only at the level of the synchronic system, in which signs are defined by their relative and hierarchical privileges of co-occurrence. It is thus a common misreading of Saussure to take signifiers to be anything one could speak, and signifieds as things in the world. In fact, the relationship of language to parole (or speech-in-context) is and always has been a theoretical problem for linguistics (cf. Roman Jakobson's famous essay "Closing Statement: Linguistics and Poetics" et al.).
A famous thesis by Saussure states that the relationship between a sign and the real-world thing it denotes is an arbitrary one. There is not a natural relationship between a word and the object it refers to, nor is there a causal relationship between the inherent properties of the object and the nature of the sign used to denote it. For example, there is nothing about the physical quality of paper that requires denotation by the phonological sequence ‘paper’. There is, however, what Saussure called ‘relative motivation’: the possibilities of signification of a signifier are constrained by the compositionality of elements in the linguistic system (cf. Emile Benveniste's paper on the arbitrariness of the sign in the first volume of his papers on general linguistics). In other words, a word is only available to acquire a new meaning if it is identifiably different from all the other words in the language and it has no existing meaning. Structuralism was later based on this idea that it is only within a given system that one can define the distinction between the levels of system and use, or the semantic "value" of a sign.

Triadic signs

Charles Sanders Peirce (1839–1914) proposed a different theory. Unlike Saussure who approached the conceptual question from a study of linguistics and phonology, Peirce was a somewhat Kantian philosopher who distinguished "sign" from "word" as only a particular kind of sign, and characterized the sign as the means to understanding. He covered not only artificial, linguistic, and symbolic signs, but also all semblances (such as kindred sensible qualities), and all indicators (such as mechanical reactions). He counted as symbols all terms, propositions, and arguments even apart from their expression in particular languages. He held that "all this universe is perfused with signs, if it is not composed exclusively of signs".[3] The setting of Peirce's study of signs is philosophical logic, which he defined as formal semiotic,[4] and characterized as a normative field following esthetics and ethics, as more basic than metaphysics,[5] and as the art of devising methods of research.[6] He argued that, since all thought takes time, all thought is in signs,[7] that all thought has the form of inference (even when not conscious and deliberate),[7] and that, as inference, "logic is rooted in the social principle", since inference depends on a standpoint that, in a sense, is unlimited.[8] The result is a theory not of language in particular, but rather of the production of meaning, and it rejects the idea of a static relationship between a sign and that which it represents, its object. Peirce believed that signs are meaningful through recursive relationships that arise in sets of three.
Even when a sign represents by a resemblance or factual connection independent of interpretation, the sign is a sign only insofar as it is at least potentially interpretable by a mind and insofar as the sign is a determination of a mind or at least a quasi-mind, that which functions as if it were a mind, for example in crystals and the work of bees[9]—the focus here is on sign action in general, not on psychology, linguistics, or social studies (fields which Peirce also pursued).
A sign is something which depends on an object in a way that enables (and, in a sense, determines) an interpretation, an interpretant, to depend on the object as the sign depends on the object. The interpretant, then, is a further sign of the object, and thus enables and determines still further interpretations, further interpretant signs. The process, called semiosis, is irreducibly triadic, Peirce held, and is logically structured to perpetuate itself. It is what defines sign, object, and interpretant in general.[10] As Jean-Jacques Nattiez (1990: 7) put it, "the process of referring effected by the sign is infinite." (Note also that Peirce used the word "determine" in the sense not of strict determinism, but of effectiveness that can vary like an influence.[11])
Peirce further characterized the three semiotic elements as follows:[12]
  1. Sign (or representamen[13]): that which represents the denoted object (cf. Saussure's "signifier").
  2. Object (or semiotic object): that which the sign represents (or as some put it, encodes). It can be anything thinkable, a law, a fact, or even a possibility (a semiotic object could even be fictional, such as Hamlet); those are partial objects; the total object is the universe of discourse, the totality of objects in that world to which one attributes the partial object. For example, perturbation of Pluto's orbit is a sign about Pluto, but not only about Pluto. The object may be
    1. immediate to the sign, the object as represented in the sign, or
    2. dynamic, the object as it really is, on which the immediate object is founded.
  3. Interpretant (or interpretant sign): a sign's meaning or ramification as formed into a further sign by interpreting (or, as some put it, decoding) the sign. The interpretant may be:
    1. immediate to the sign, a kind of possibility, all that the sign is suited to immediately express, for instance a word's usual meaning;
    2. dynamic, that is, the meaning as formed into an actual effect, for example an individual translation or a state of agitation, or
    3. final or normal, that is, the ultimate meaning that inquiry taken far enough would be destined to reach. It is a kind of norm or ideal end, with which an actual interpretant may, at most, coincide.
Peirce explained that signs mediate between their objects and their interpretants in semiosis, the triadic process of determination. In semiosis a first is determined or influenced to be a sign by a second, as its object. The object determines the sign to determine a third as an interpretant. Firstness itself is one of Peirce's three categories of all phenomena, and is quality of feeling. Firstness is associated with a vague state of mind as feeling and a sense of the possibilities, with neither compulsion nor reflection. In semiosis the mind discerns an appearance or phenomenon, a potential sign. Secondness is reaction or resistance, a category associated with moving from possibility to determinate actuality. Here, through experience outside of and collateral to the given sign or sign system, one recalls or discovers the object to which the sign refers, for example when a sign consists in a chance semblance of an absent but remembered object. It is through one's collateral experience[14] that the object determines the sign to determine an interpretant. Thirdness is representation or mediation, the category associated with signs, generality, rule, continuity, habit-taking, and purpose. Here one forms an interpretant expressing a meaning or ramification of the sign about the object. When a second sign is considered, the initial interpretant may be confirmed, or new possible meanings may be identified. As each new sign is addressed, more interpretants, themselves signs, emerge. It can involve a mind's reading of nature, people, mathematics, anything.
Peirce generalized the communicational idea of utterance and interpretation of a sign, to cover all signs:[15]
Admitting that connected Signs must have a Quasi-mind, it may further be declared that there can be no isolated sign. Moreover, signs require at least two Quasi-minds; a Quasi-utterer and a Quasi-interpreter; and although these two are at one (i.e., are one mind) in the sign itself, they must nevertheless be distinct. In the Sign they are, so to say, welded. Accordingly, it is not merely a fact of human Psychology, but a necessity of Logic, that every logical evolution of thought should be dialogic.
According to Nattiez, writing with Jean Molino, the tripartite definition of sign, object, and interpretant is based on the "trace" or neutral level, Saussure's "sound-image" (or "signified", thus Peirce's "representamen"). Thus, "a symbolic form...is not some 'intermediary' in a process of 'communication' that transmits the meaning intended by the author to the audience; it is instead the result of a complex process of creation (the poietic process) that has to do with the form as well as the content of the work; it is also the point of departure for a complex process of reception (the esthesic process that reconstructs a 'message'"). (ibid, p. 17)
Molino's and Nattiez's diagram:
Poietic Process Esthesic Process
"Producer" Trace Receiver
(Nattiez 1990, p. 17)
Peirce's theory of the sign therefore offered a powerful analysis of the signification system, its codes, and its processes of inference and learning, because the focus was often on natural or cultural context rather than linguistics which only analyses usage in slow-time whereas, in the real world, there is an often chaotic blur of language and signal exchange during human semiotic interaction. Nevertheless, the implication that triadic relations are structured to perpetuate themselves leads to a level of complexity not usually experienced in the routine of message creation and interpretation. Hence, different ways of expressing the idea have been developed.

Classes of triadic signs

By 1903[16] Peirce came to classify signs by three universal trichotomies dependent on his three categories (quality, fact, habit). He classified any sign:[17]
  1. by what stands as the sign — either (qualisign, also called a tone) a quality — or (sinsign, also called token) an individual fact — or (legisign, also called type) a rule, a habit;
  2. by how the sign stands for its object — either (icon) by its own quality, such that it resembles the object, regardless of factual connection and of interpretive rule of reference — or (index) by factual connection to its object, regardless of resemblance and of interpretive rule of reference — or (symbol) by rule or habit of interpreted reference to its object, regardless of resemblance and of factual connection; and
  3. by how the sign stands for its object to its interpretant — either (rheme, also called seme,[18] such as a term) as regards quality or possibility, as if the sign were a qualisign, though it can be qualisign, sinsign, or legisign — or (dicisign, also called pheme, such as a proposition) as regards fact, as if the sign were an index, though it can be index or symbol — or (argument, also called delome[19]) as regards rule or habit. This is the trichotomy of all signs as building blocks in an inference process.
  • Any qualisign is an icon. Sinsigns include some icons and some indices. Legisigns include some icons, some indices, and all symbols.
  • Any icon is a rheme. Indices (be they sinsigns or legisigns) include some rhemes and some dicisigns. Symbols include some rhemes, some dicisigns, and all arguments.
Lines of joint classification of signs.
Every sign is:[16]

1.
2.
3.
I. Qualisign or Sinsign or Legisign
and Peircelines.PNG
II. Icon or Index or Symbol
and Peircelines.PNG
III. Rheme or Dicisign or Argument
Because of those classificatory interdependences, the three trichotomies intersect to form ten (rather than 27) classes of signs. There are also various kinds of meaningful combination. Signs can be attached to one another. A photograph is an index with a meaningfully attached icon. Arguments are composed of dicisigns, and dicisigns are composed of rhemes. In order to be embodied, legisigns (types) need sinsigns (tokens) as their individual replicas or instances. A symbol depends as a sign on how it will be interpreted, regardless of resemblance or factual connection to its object; but the symbol's individual embodiment is an index to your experience of the object. A symbol is instanced by a specialized indexical sinsign. A symbol such as a sentence in a language prescribes qualities of appearance for its instances, and is itself a replica of a symbol such as a proposition apart from expression in a particular language. Peirce covered both semantic and syntactical issues in his theoretical grammar, as he sometimes called it. He regarded formal semiotic, as logic, as furthermore encompassing study of arguments (hypothetical, deductive, and inductive) and inquiry's methods including pragmatism; and as allied to but distinct from logic's pure mathematics.
Peirce sometimes referred to the “ground” of a sign. The ground is the pure abstraction of a quality.[20] A sign's ground is the respect in which the sign represents its object, e.g. as in literal and figurative language. For example, an icon presents a characteristic or quality attributed to an object, while a symbol imputes to an object a quality either presented by an icon or symbolized so as to evoke a mental icon.
Peirce called an icon apart from a label, legend, or other index attached to it, a "hypoicon", and divided the hypoicon into three classes: (a) the image, which depends on a simple quality; (b) the diagram, whose internal relations, mainly dyadic or so taken, represent by analogy the relations in something; and (c) the metaphor, which represents the representative character of a sign by representing a parallelism in something else.[21] A diagram can be geometric, or can consist in an array of algebraic expressions, or even in the common form "All __ is ___" which is subjectable, like any diagram, to logical or mathematical transformations. Peirce held that mathematics is done by diagrammatic thinking — observation of, and experimentation on, diagrams. Peirce developed for deductive logic a system of visual existential graphs, which continue to be researched today.

20th century theories

It is now agreed that the effectiveness of the acts that may convert the message into text (including speaking, writing, drawing, music and physical movements) depends upon the knowledge of the sender. If the sender is not familiar with the current language, its codes and its culture, then he or she will not be able to say anything at all, whether as a visitor in a different language area or because of a medical condition such as aphasia (see Roman Jakobson).
Modern theories deny the Saussurian distinction between signifier and signified, and look for meaning not in the individual signs, but in their context and the framework of potential meanings that could be applied. Such theories assert that language is a collective memory or cultural history of all the different ways in which meaning has been communicated, and may to that extent, constitute all life's experiences (see Louis Hjelmslev). Hjelmslev did not consider the sign to be the smallest semiotic unit, as he believed it possible to decompose it further; instead, he considered the "internal structure of language" to be a system of figurae, a concept somewhat related to that of figure of speech, which he considered to be the ultimate semiotic unity.[22][23][24]
This position implies that speaking is simply one more form of behaviour and changes the focus of attention from the text as language, to the text as a representation of purpose, a functional version of the author's intention. But, once the message has been transmitted, the text exists independently.[citation needed]
Hence, although the writers who co-operated to produce this page exist, they can only be represented by the signs actually selected and presented here. The interpretation process in the receiver's mind may attribute meanings completely different from those intended by the senders. But, why might this happen? Neither the sender nor the receiver of a text has a perfect grasp of all language. Each individual's relatively small stock of knowledge is the product of personal experience and their attitude to learning. When the audience receives the message, there will always be an excess of connotational meanings available to be applied to the particular signs in their context (no matter how relatively complete or incomplete their knowledge, the cognitive process is the same).[citation needed]
The first stage in understanding the message is therefore, to suspend or defer judgement until more information becomes available. At some point, the individual receiver decides which of all the possible meanings represents the best possible "fit". Sometimes, uncertainty may not be resolved, so meaning is indefinitely deferred, or a provisional or approximate meaning is allocated. More often, the receiver's desire for closure (see Gestalt psychology) leads to simple meanings being attributed out of prejudices and without reference to the sender's intentions.[citation needed]

Postmodern theory

Within critical theory, the notion of sign takes various usages. "Many postmodernist theorists postulate a complete disconnection of the signifier and the signified. An 'empty' or 'floating signifier' is variously defined as a signifier with a vague, highly variable, unspecifiable or non-existent signified. Such signifiers mean different things to different people: they may stand for many or even any signifieds; they may mean whatever their interpreters want them to mean."[25]

See also

Notes

  1. ^ Marcel Danesi and Paul Perron, Analyzing Cultures.
  2. ^ Mardy S. Ireland defines a signifier as:
    A unit of something (i.e., a word, gesture) that can carry ambiguous/multiple meanings (e.g., as U.S. President Bill Clinton once said, "It depends on what the meaning of the word 'is', is")
    Ireland, Mardy S. (2003). The Art of the Subject: Between Necessary Illusion and Speakable Desire in the Analytic Encounter. Other Press. 159051033X. p. 13.
  3. ^ Peirce, C. S., Collected Papers, v. 5, paragraph 448 footnote, from "The Basis of Pragmaticism" in 1906.
  4. ^ Peirce, C.S., 1902, Application to the Carnegie Institution, Memoir 12, "On the Definition of Logic", Eprint. Note that by "logic" Peirce means a part of philosophy, not the mathematics of logic. (See Classification of the sciences (Peirce).
  5. ^ On his classifications, see Peirce, C.S. (1903), Collected Peirce v. 1, paragraphs 180–202 Eprint and (1906) "The Basis of Pragmaticism" in The Essential Peirce v. 2, pp. 372–3. For relevant quotes, see "Philosophy" and "Logic" in the Commens Dictionary of Peirce's Terms.
  6. ^ Peirce, C.S., 1882, "Introductory Lecture on the Study of Logic" delivered September 1882, Johns Hopkins University Circulars, v. 2, n. 19, pp. 11–12, November 1892, Google Book Eprint. Reprinted in Collected Papers v. 7, paragraphs 59–76, The Essential Peirce v. 1, pp. 210–14, and Writings of Charles S. Peirce v. 4, pp. 378–82.
  7. ^ a b Peirce, C.S. (1868), "Questions concerning certain Faculties claimed for Man" (Arisbe Eprint), Journal of Speculative Philosophy vol. 2, pp. 103–114. Reprinted in Collected Papers v. 5, paragraphs 213–63.
  8. ^ Peirce, C. S. (1878) "The Doctrine of Chances", Popular Science Monthly, v. 12, pp. 604–15, 1878, reprinted in Collected Papers, v. 2, paragraphs 645–68, Writings of Charles S. Peirce v. 3, pp. 276–90, and The Essential Peirce v. 1, pp. 142–54. "...death makes the number of our risks, the number of our inferences, finite, and so makes their mean result uncertain. The very idea of probability and of reasoning rests on the assumption that this number is indefinitely great. .... ...logicality inexorably requires that our interests shall not be limited. .... Logic is rooted in the social principle."
  9. ^ See under "Quasi-mind" in the Commens Dictionary of Peirce's Terms.
  10. ^ For Peirce's definitions of sign and semiosis, see under "Sign" and "Semiosis, semeiosy" in the Commens Dictionary of Peirce's Terms; and "76 definitions of sign by C. S. Peirce" collected by Robert Marty. Peirce's "What Is a Sign" (MS 404 of 1894, Essential Peirce v. 2, pp. 4–10) provides intuitive help.
  11. ^ For example, Peirce said "determined (i.e., specialized, bestimmt)" in a letter to William James, dated 1909, see p. 492 in The Essential Peirce v. 2.
  12. ^ For Peirce's definitions of immediate object and the rest, see the Commens Dictionary of Peirce's Terms.
  13. ^ Pronounced with the “a” long and stressed: /rɛprɨzɛn.ˈtmən/. See wiktionary:representamen.
  14. ^ In that context Peirce speaks of collateral experience, collateral observation, collateral acquaintance, all in much the same terms. See pp. 404–9 in "Pragmatism" in The Essential Peirce v. 2. Ten quotes on collateral experience from Peirce provided by Joseph Ransdell can be viewed here at peirce-l's Lyris archive.
  15. ^ Peirce (1906), "Prolegomena To an Apology For Pragmaticism", The Monist, v. XVI, n. 4, pp. 492–546, see pp. 523–4, Google Books Eprint. Reprinted in Collected Papers v. 4, paragraphs 530–72, see 551.
  16. ^ a b Peirce (1903 MS), "Nomenclature and Divisions of Triadic Relations, as Far as They Are Determined", under other titles in Collected Papers (CP) v. 2, paragraphs 233–72, and reprinted under the original title in Essential Peirce (EP) v. 2, pp. 289–99. Also see image of MS 339 (August 7, 1904) supplied to peirce-l by Bernard Morand of the Institut Universitaire de Technologie (France), Département Informatique.
  17. ^ For more as to the definitions, terminology, and development of the classifications, see the Commens Dictionary of Peirce's Terms
  18. ^ In 1902 Peirce used the word "seme" instead for an index, especially an indexical sinsign. See Collected Papers v. 2, paragraph 283.
  19. ^ Peirce said, "pronounce deeloam, from δήλωμα", Peirce (1906), "Prolegomena to an Apology for Pragmaticism", The Monist, v. 16, n. 4, pp. 492–546, see 507. Reprinted in Collected Papers v. 4, paragraphs 530–572, see 538. Eprint.
  20. ^ Peirce, C.S. (1867), "On a New List of Categories", Proceedings of the American Academy of Arts and Sciences, v. 7 (1868), pp. 287–98. (Delivered orally by Peirce in 1867 and distributed by him in 1867 as part of an extract).
  21. ^ Peirce, Collected Papers v. 2, paragraphs 276–7, written circa 1902. See under "Diagram" in the Commens Dictionary of Peirce's Terms.
  22. ^ Hjelmslev [1943] Prolegomena to a Theory of Language, pp.47, 65, 67, and cf. 6.26, 30
  23. ^ Robert de Beaugrande (1991) [Linguistic Theory: The Discourse of Fundamental Works], section on Louis Hjelmslev.
  24. ^ Nöth, Winfried (1990) Handbook of semiotics, pp.66, 70-1 section 3
  25. ^ Daniel Chansler, Semiotics: the basics, Rutledge 2007, page 78

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