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| {| align="center" border="0" cellpadding="0" cellspacing="0" width="90%" | | {| align="center" border="0" cellpadding="0" cellspacing="0" width="90%" |
− | | colspan="2" | Indeed it is a strange disposed time; | + | | colspan="2" | Indeed it is a strange-disposed time; |
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| | colspan="2" | But men may construe things after their fashion, | | | colspan="2" | But men may construe things after their fashion, |
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| One of the reasons for bringing the pragmatic theory of signs to bear on this discussion is to deal with just these problems, constellated by the need for reflection and made acute by the defects of the dyadic picture. By means of triadic sign relations, and given a capacity to create and modify the interpretant signs that fill out its original set of semantic equivalence classes, an interpretive agent has the “elbow room” needed to stand aside from the ongoing process of interpretation, to reflect on its present determinants, and to consider its possible developments. | | One of the reasons for bringing the pragmatic theory of signs to bear on this discussion is to deal with just these problems, constellated by the need for reflection and made acute by the defects of the dyadic picture. By means of triadic sign relations, and given a capacity to create and modify the interpretant signs that fill out its original set of semantic equivalence classes, an interpretive agent has the “elbow room” needed to stand aside from the ongoing process of interpretation, to reflect on its present determinants, and to consider its possible developments. |
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− | <pre>
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| An inquiry that cannot clearly and completely comprehend itself as an object can at least inquire into the succession of signs that record its progress. The writer of a text can use that text to describe, at least partially, the process of writing and using it so. The reader of a text can understand that text to describe, at least partially, the process of reading and understanding it so. Further, a discussion can generate a record that describes, more than just the transient proceedings of that discussion, the principles and parameters that determine its creation. In each of these ways, a text can address the qualities that determine its intended character, comment on the context in which it takes a part, and act on behalf of its pretended objectives. | | An inquiry that cannot clearly and completely comprehend itself as an object can at least inquire into the succession of signs that record its progress. The writer of a text can use that text to describe, at least partially, the process of writing and using it so. The reader of a text can understand that text to describe, at least partially, the process of reading and understanding it so. Further, a discussion can generate a record that describes, more than just the transient proceedings of that discussion, the principles and parameters that determine its creation. In each of these ways, a text can address the qualities that determine its intended character, comment on the context in which it takes a part, and act on behalf of its pretended objectives. |
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− | The procedural distinction just recognized, between the passing traces of a process and the permanent determinants of its generic character, informs a significant issue, on which is staked nothing less than the empirical feasibility of an inquiry into inquiry. From this point on, a certain figure of speech can be used to mark this distinction, when it is relevant to the course of discussion, and to signal a deliberate turn in the direction of consideration, when the corresponding exchange of its dialectical roles is intended. According to the nuances of this paradigm, one can distinguish a process intended in the "substantive generative" sense from a process intended in the "genitive gerundive" sense, and address oneself selectively, at turns, to the "process that achieves" versus the "process of achieving" any contemplated activity or result. | + | The procedural distinction just recognized, between the passing traces of a process and the permanent determinants of its generic character, informs a significant issue, on which is staked nothing less than the empirical feasibility of an inquiry into inquiry. From this point on, a certain figure of speech can be used to mark this distinction, when it is relevant to the course of discussion, and to signal a deliberate turn in the direction of consideration, when the corresponding exchange of its dialectical roles is intended. According to the nuances of this paradigm, one can distinguish a process intended in the ''substantive generative'' sense from a process intended in the ''genitive gerundive'' sense, and address oneself selectively, at turns, to the ''process that achieves'' versus the ''process of achieving'' any contemplated activity or result. |
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− | An inquiry at such a point of development that it cannot entirely grasp its ongoing process of inquiry as an object of thought, namely, as the "process that inquires", can at least try to capture a representative sample of the signs that record its "process of inquiring". Speaking metaphorically and with the proper apology, every thus generated and thus collected "text of inquiry" (TOI) can be addressed as a partial reflection of the generative process of inquiry. Moreover, it is not irredeemably illegitimate to say that a TOI can partly describe itself, since this merely personifies the circumstance that a process of inquiry can describe itself partly in the form of a TOI. | + | An inquiry at such a point of development that it cannot entirely grasp its ongoing process of inquiry as an object of thought, namely, as the ''process that inquires'', can at least try to capture a representative sample of the signs that record its ''process of inquiring''. Speaking metaphorically and with the proper apology, every thus generated and thus collected ''text of inquiry'' (TOI) can be addressed as a partial reflection of the generative process of inquiry. Moreover, it is not irredeemably illegitimate to say that a TOI can partly describe itself, since this merely personifies the circumstance that a process of inquiry can describe itself partly in the form of a TOI. |
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| + | <pre> |
| O jest unseen, inscrutable, invisible | | O jest unseen, inscrutable, invisible |
| As a nose on a man's face or a weathercock on a | | As a nose on a man's face or a weathercock on a |