12,122
edits
Changes
segment text
{{DISPLAYTITLE:Examples Of Inquiry}}
{{DISPLAYTITLE:Examples Of Inquiry}}
<div class="nonumtoc">__TOC__</div>
==Note 1==
<pre>
<pre>
The question arises whether simple programs can
The question arises whether simple programs can
emulate the proceedings of scientific inquiries --
emulate the proceedings of scientific inquiries --
I will let this example soak in a bit
I will let this example soak in a bit
before I wring to my present purposes.
before I wring to my present purposes.
</pre>
==Note 2==
<pre>
Susan Awbrey and I discussed Dewey's example of inquiry in our
Susan Awbrey and I discussed Dewey's example of inquiry in our
article, "Interpretation as Action: The Risk of Inquiry", that
article, "Interpretation as Action: The Risk of Inquiry", that
Next time I will take up the differential aspect
Next time I will take up the differential aspect
of inquiry as a dynamic process of theory change.
of inquiry as a dynamic process of theory change.
</pre>
==Note 3==
<pre>
This time I will take up the differential aspect
This time I will take up the differential aspect
of inquiry as a dynamic process of theory change.
of inquiry as a dynamic process of theory change.
o-----------------------------------------------------------o
o-----------------------------------------------------------o
Figure 2. Differential Signs of Rain
Figure 2. Differential Signs of Rain
</pre>
==Note 4==
<pre>
Here is a definition of what Peirce meant by a sign relation:
Here is a definition of what Peirce meant by a sign relation:
correspondence with the objective event of rain as that in
correspondence with the objective event of rain as that in
which the coolness itself stands to the same event of rain.
which the coolness itself stands to the same event of rain.
</pre>
==Note 5==
<pre>
For future reference -- if I may in fact refer
For future reference -- if I may in fact refer
to a reference in the future -- here is a further
to a reference in the future -- here is a further
|
|
| C.S. Peirce, "Syllabus" (c. 1902), 'Collected Papers', CP 2.274
| C.S. Peirce, "Syllabus" (c. 1902), 'Collected Papers', CP 2.274
</pre>
==Note 6==
<pre>
With this much background penciled in, let's revisit again
With this much background penciled in, let's revisit again
the contextualized picture or differential figure that we
the contextualized picture or differential figure that we
cause him to pause, to reflect, and to update his forecast
cause him to pause, to reflect, and to update his forecast
of the imminent weather conditions to a foreboding of rain.
of the imminent weather conditions to a foreboding of rain.
</pre>
==Note 7==
<pre>
The question that drives me to examine these examples of inquiry
The question that drives me to examine these examples of inquiry
is the relationship among signs, information, inference, and the
is the relationship among signs, information, inference, and the
increase the "aptness", "brevity", or "clarity" of the
increase the "aptness", "brevity", or "clarity" of the
signs on which they operate.
signs on which they operate.
</pre>
==Note 8==
<pre>
Here's the "New List" text about the relations between
Here's the "New List" text about the relations between
the types of signs and the types of inference, that is,
the types of signs and the types of inference, that is,
| http://www.peirce.org/writings/p32.html
| http://www.peirce.org/writings/p32.html
| http://members.door.net/arisbe/menu/library/bycsp/newlist/nl-frame.htm
| http://members.door.net/arisbe/menu/library/bycsp/newlist/nl-frame.htm
</pre>
==Note 9==
<pre>
Given the above background, concepts, and data, what
Given the above background, concepts, and data, what
is the proper way of seeing the relationship between
is the proper way of seeing the relationship between
I will think on it ...
I will think on it ...
</pre>
==Note 10==
<pre>
Cathy Legg's "Missing The Bus" Example
Cathy Legg's "Missing The Bus" Example
| From: Cathy Legg <...>
| From: Cathy Legg <...>
| To: Peirce Discussion Forum <...>
| To: Peirce Discussion Forum <...>
</pre>
==Note 11==
<pre>
Cathy Legg's "Missing The Bus" Example (cont.)
Cathy Legg's "Missing The Bus" Example (cont.)
best (modal, normal, ordinary, usual, ...) case, and that this may be the
best (modal, normal, ordinary, usual, ...) case, and that this may be the
cause of my expectation being disappointed?"
cause of my expectation being disappointed?"
</pre>
==Note 12==
<pre>
Cathy Legg's "Missing The Bus" Example (cont.)
Cathy Legg's "Missing The Bus" Example (cont.)
the marks of a public holiday, C => H, where H => ~B, and so is
the marks of a public holiday, C => H, where H => ~B, and so is
not beneficial for our immediate purposes, tedious as they are.
not beneficial for our immediate purposes, tedious as they are.
</pre>
==Note 13==
<pre>
Cathy Legg's "Missing The Bus" Example (concl.)
Cathy Legg's "Missing The Bus" Example (concl.)
fits in logically, if it does at all, with the other meaning of induction,
fits in logically, if it does at all, with the other meaning of induction,
namely, of a non-demonstrative inference from a Case and a Fact to a Rule.
namely, of a non-demonstrative inference from a Case and a Fact to a Rule.
</pre>
==Note 14==
<pre>
Let's return to the question that I asked in EOI Note 9,
Let's return to the question that I asked in EOI Note 9,
that had to do with the relationship between the semiotic
that had to do with the relationship between the semiotic
Inquiry List:
Inquiry List:
http://stderr.org/pipermail/inquiry/2004-November/thread.html#1707
http://stderr.org/pipermail/inquiry/2004-November/thread.html#1707
</pre>
==Note 15==
<pre>
In reviewing some of my previous writing on the issues in this area,
In reviewing some of my previous writing on the issues in this area,
I came across the following collection of thoughts that seem of use.
I came across the following collection of thoughts that seem of use.
as yet another name for abduction, but I will use
as yet another name for abduction, but I will use
it until I come up with a name that I like better.
it until I come up with a name that I like better.
</pre>
==Note 16==
<pre>
medium = a set of middle terms
medium = a set of middle terms
| ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` |
| ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` |
o-------------------------------------------------o
o-------------------------------------------------o
</pre>
==Work Area==
<pre>
o-----------------------------------------------------------o
o-----------------------------------------------------------o
| ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` |
| ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` |
o-----------------------------------------------------------o
o-----------------------------------------------------------o
Figure 3. Signs of Rain Viewed in Their Natural Context
Figure 3. Signs of Rain Viewed in Their Natural Context
</pre>
<pre>
o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o
o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o