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020 _a9783110695717
_qprint
020 _a9783110695922
_qEPUB
020 _a9783110695854
_qPDF
024 7 _a10.1515/9783110695854
_2doi
035 _a(DE-B1597)9783110695854
035 _a(DE-B1597)546116
035 _a(OCoLC)1334103997
040 _aDE-B1597
_beng
_cDE-B1597
_erda
072 7 _aLAN009000
_2bisacsh
082 0 4 _a121.68
084 _aonline - DeGruyter
100 1 _aBarnham, Chris
_eautore
245 1 4 _aThe Natural History of the Sign :
_bPeirce, Vygotsky and the Hegelian Model of Concept Formation /
_cChris Barnham.
264 1 _aBerlin ;
_aBoston :
_bDe Gruyter Mouton,
_c[2022]
264 4 _c©2022
300 _a1 online resource (XI, 244 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aSemiotics, Communication and Cognition [SCC] ,
_x1867-0873 ;
_v29
505 0 0 _tFrontmatter --
_tAcknowledgments --
_tContents --
_tIntroduction: Hegel, Peirce, and Vygotsky --
_tPart One: Perception and the model of ‘secondary dualism’ --
_t1 The model of ‘secondary dualism’ --
_t2 Semiotics and ‘secondary dualism’ --
_t3 Hegel, Peirce, and Vygotsky: Models of perception --
_tPart Two: Concept formation as mediation --
_t4 Hegel’s template of concept formation --
_t5 Peirce: The three categories --
_t6 Mediation in Peirce: The structure of the sign --
_t7 Mediation in Vygotsky: ‘Word meaning’ --
_tPart Three: Concept formation in Peirce and Vygotsky --
_t8 Peirce: The classification of signs and the first trichotomy --
_t9 The received view of the Peircean icon --
_t10 Peirce: Concept formation in the second trichotomy --
_t11 Peirce: The third trichotomy --
_t12 Vygotsky on concept formation --
_tPart Four: Peirce: The implications of semiotic concept formation --
_t13 Pragmatism, truth and abduction --
_t14 Peircean semiotics and learning theory --
_tReferences --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aOur understanding of CS Peirce, and his semiotics, is largely influenced by a twentieth century perspective that prioritizes the sign as a cultural artifact, or as one that that 'distorts', in some way, our understanding of the empirical world. Such a perspective will always undermine appreciation of Peirce as a philosopher who viewed signs as the very mechanisms that enable us to understand reality through concept formation. The key to this repositioning of Peirce is to place his work in the broad frame of Hegelian philosophy. This book evaluates, in detail, the parallels that exist between Peircean and Hegelian thought, highlighting their convergences and also the points at which Peirce departs from Hegel's position. It also considers the work of Vygotsky on concept formation showing that both are, in fact, working within the same Hegelian template. This book, therefore, contributes to our broader understanding of Peircean semiotics. But by drawing in Vygotsky, under the same theoretical auspices, it demonstrates that Peirce has much to offer contemporary educational learning theory.
530 _aIssued also in print.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)
650 4 _aCS Peirce.
650 4 _aHegel.
650 4 _aSemiotik.
650 4 _aVygotsky.
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics / General.
_2bisacsh
653 _aPeirce, Vygotsky, Semiotics, Hegel.
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.1515/9783110695854
856 4 0 _uhttps://www.degruyter.com/isbn/9783110695854
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9783110695854/original
942 _cEB
999 _c242231
_d242231