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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Axnbp6kdcr","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":676,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":806°Ӻ,"quote":"Knowledge thus turns into a tool in the pursuit of equilibrium, and its purpose is no longer the representation of a ‘real’ world.","highlights":Ӷ^"jQuery3210301539062698905072":^°°Ӻ,"text":"","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1568989386733°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"E1csgrzbn1","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":2628,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":2680°Ӻ,"quote":"We know that we can reflect, but we do not know how.","highlights":Ӷ^"jQuery321039732441136947062":^°°Ӻ,"text":"We know that we can reflect, but we do not know how.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1568990316512°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Fvdqb4z4lv","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ/pӶ1Ӻ","endOffset":891°Ӻ,"quote":"Piaget elaborated the notion of reflection on mental operations, and provided a model for how it operates in conjunction with abstraction and generalization. Thus he provided a theory of learning that successfully resolves the so-called ‘learning paradox’, a problem we inherited from Plato. It concerns the generation of new knowledge, which in Plato’s theory was God-given and accessible only through the mystical pipeline of reincarnation. Piaget’s reflective abstraction opened the door to fortuitous conjecture, the kind of imaginative ‘what-if’ assumptions that Charles Peirce incorporated in logic as abduction. \nI see abduction as an integral part of accommodation. Peirce described it as a simple process. If we experience a surprising event – it may be a pleasant surprise or a disagreeable one – we try to discover what caused it. If we isolate some novelty in the situation, we may conjecture a rule that says: if such and such is the case, we get this surprising result. \nThis conjecture constitutes an abduction, because it is not drawn from prior experience. We may then test the hypothetical rule – and if it is confirmed, we have an accommodation, because we have in fact generated a new rule that can serve us as a scheme of action. There is nothing paradoxical in this form of learning, nor does it require a mystical explanation. What it does require is an active mind that is able to reflect upon what it perceives and upon its own operations. There is no doubt that we have such minds.","highlights":Ӷ^"jQuery321039732441136947062":^°°,^"jQuery321039732441136947062":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568990355993°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"G365xnoeih","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ/pӶ1Ӻ","startOffset":277,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ/pӶ1Ӻ","endOffset":607°Ӻ,"quote":"The case of the mollusks may serve as an example. It is as though a growing mollusk could notice that the water around it flows quickly, and that the shell it is building had therefore better be flat, so that it offers less resistance. From an evolutionary point of view, such a notion is even worse than the Lamarckian heresy.","highlights":Ӷ^"jQuery321059487672820891912":^°°Ӻ,"text":"The case of the mollusks may serve as an example. It is as though a growing mollusk could notice that the water around it flows quickly, and that the shell it is building had therefore better be flat, so that it offers less resistance. From an evolutionary point of view, such a notion is even worse than the Lamarckian heresy. ","order":"mw-content-text","category":"Beispiel3","data_creacio":1568987219276°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"K95r6yeses","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":816,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1139°Ӻ,"quote":"What Piaget intended, was that the building of a mollusk’s shell is genetically determined as a function, but what this function produces, may depend on the specific constraints of the environment. The important thing is that the mollusk builds a shell that allows it to survive in spite of the constraints that hem it in.","highlights":Ӷ^"jQuery321059487672820891912":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568987326948°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"M7433rzngv","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ/pӶ1Ӻ","endOffset":277°Ӻ,"quote":"Piaget came to this conclusion, not as a physicist, not as a psychologist, but as a biologist. From the theory of evolution, he imported the concept of adaptation into the study of cognition. \nTo grasp the full extent of this epistemological shift, one needs to be clear about what precisely ‘adaptation’ means and how it works. There is a wide-spread notion that adaptation is an activity carried out by living organisms when they are being pressed by the environment.","highlights":Ӷ^"jQuery321059487672820891912":^°°,^"jQuery321059487672820891912":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568987185738°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Mj1hrb4fob","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":675°Ӻ,"quote":"Adaptation is, in fact, a negative concept. It does not require any knowledge of what really exists – it merely implies that whatever is functionally successful will live and reproduce itself. It is the result of trial and the elimination of what does not work. The fact that an organism is ‘adapted’ only shows that it has found a way of coping with the world in which it lives – it does not show what a world might be like before it has been perceived and conceived by a particular living organism. \nThe focus, now, is on knowledge as an instrument of adaptation that enables the organism to steer clear of external perturbations and internal contradictions.","highlights":Ӷ^"jQuery3210301539062698905072":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568989370415°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N2w7shbk55","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ/pӶ1Ӻ","startOffset":891,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ/pӶ1Ӻ","endOffset":1672°Ӻ,"quote":"Let me give you a very simple example. It is a charming anecdote I read, but cannot remember where. A little girl is walking, and every now and then she pushes her ball to roll ahead. As the path begins to go up a hill, the ball, to her surprise, comes rolling back. And she asks: “How does the ball know where I am?.” \nThe little girl’s question demonstrates that she is at least to some extent aware of her experience and can reflect upon it. Only a reflective mind, a mind that is looking for order in the baffling world of experience, could formulate such a question. It is the kind of question that, after innumerable further trials and untenable assumptions, would lead an imaginative thinker with the stamina of Galilei, to an explanatory principle such as ‘gravitation’.","highlights":Ӷ^"jQuery321039732441136947062":^°°Ӻ,"text":"Let me give you a very simple example. It is a charming anecdote I read, but cannot remember where. A little girl is walking, and every now and then she pushes her ball to roll ahead. As the path begins to go up a hill, the ball, to her surprise, comes rolling back. And she asks: “How does the ball know where I am?.” The little girl’s question demonstrates that she is at least to some extent aware of her experience and can reflect upon it. Only a reflective mind, a mind that is looking for order in the baffling world of experience, could formulate such a question. It is the kind of question that, after innumerable further trials and untenable assumptions, would lead an imaginative thinker with the stamina of Galilei, to an explanatory principle such as ‘gravitation’. ","order":"mw-content-text","category":"Beispiel3","data_creacio":1568990345766°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"W3d6zzkyjz","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":2307,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":2628°Ӻ,"quote":"We have no idea what it is that gives us this internal awareness and the power to reflect. But we know that we have it. As you are listening to me now, you can become aware of your own listening. And as I am speaking to you, I can become aware of what I am doing and ask myself, why can I not say all this more simply? –","highlights":Ӷ^"jQuery321039732441136947062":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568990364064°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Waq0mnarlo","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":1139,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1239°Ӻ,"quote":"To put it generally, an organism must fit, i.e. be viable within the constraints of the environment.","highlights":Ӷ^"jQuery321059487672820891912":^°°Ӻ,"text":"To put it generally, an organism must fit, i.e. be viable within the constraints of the environment.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1568987336910°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"A6ez27ubbp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":479°Ӻ,"quote":"If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the observer 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.","highlights":Ӷ^"jQuery3210190481809586965032":^°°,^"jQuery3210190481809586965032":^°°Ӻ,"text":"If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the observer 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front. ","category":"Beispiel3","data_creacio":1566399678234°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"C1hymz28by","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ/pӶ1Ӻ","startOffset":96,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ/pӶ3Ӻ","endOffset":364°Ӻ,"quote":"I can illustrate this by a simple example. English text books of linguistics frequently give “the boy hit the ball” as example of a simple sentence that contains a subject, a verb, and an object. In the British Isles this sentence usually calls forth the re-presentation of a boy armed with a tennis racket or a golf club. In the United States he will be imagined to hold a baseball bat. This is a very minor difference. However, if the sentence has to be translated into German, it turns out to be far more complicated. The translator has to know more about the situational context, because the “simple” sentence turns out to be ambiguous. It would be appropriate in several situations, each of which requires different words in German. \nHere are the four most likely ones: \n\nFig.6: “The boy hits the ball” \nIf the boy hits the ball with a racket, a club, or a bat, the German verb has to be schlagen; if he hits it with an arrow or a bullet, it would be treffen; if he hits it with his bicycle, it would be stossen plus the preposition auf; and if he hits the ball when falling from the balcony, it would be fallen … auf or schlagen … auf.","highlights":Ӷ^"jQuery321032287351973624812":^°°,^"jQuery321032287351973624812":^°°Ӻ,"text":"I can illustrate this by a simple example. English text books of linguistics frequently give “the boy hit the ball” as example of a simple sentence that contains a subject, a verb, and an object. In the British Isles this sentence usually calls forth the re-presentation of a boy armed with a tennis racket or a golf club. In the United States he will be imagined to hold a baseball bat. This is a very minor difference. However, if the sentence has to be translated into German, it turns out to be far more complicated. The translator has to know more about the situational context, because the “simple” sentence turns out to be ambiguous. It would be appropriate in several situations, each of which requires different words in German. Here are the four most likely ones:\n\n\nFig.6: “The boy hits the ball” If the boy hits the ball with a racket, a club, or a bat, the German verb has to be schlagen; if he hits it with an arrow or a bullet, it would be treffen; if he hits it with his bicycle, it would be stossen plus the preposition auf; and if he hits the ball when falling from the balcony, it would be fallen … auf or schlagen … auf.","order":"mw-content-text","category":"Beispiel3","data_creacio":1566401048462°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Di3eshkit5","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":479,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1046°Ӻ,"quote":"One might call this the relativity of the point of view. But there is also the relativity of construction. The connections between the five stars are not in the sky. They have to be imagined by the observer – and there is nothing in the sensory material that imposes the formation of a double-u. The stars could equally well be connected differently: \n\nFig.5: Alternative Constructs \n\nThe Greeks called it a crown because this was a generally accessible analogy in their world. The double-u of our alphabet supplied an analogy that was more easily accessible to us.","highlights":Ӷ^"jQuery321029807212534540472":^°°,^"jQuery321029807212534540472":^°°,^"jQuery321029807212534540472":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1566400170045°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ebc43zoltc","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":326,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ/pӶ1Ӻ","endOffset":506°Ӻ,"quote":"A striking example are the constellations we all can learn to see, name, and recognize on a clear night. Take the one called Cassiopeia. It has been known since the beginning human history. The Greeks saw it as the crown of a mythical queen and gave it her name. We see it more prosaically as a “W” in the vicinity of the Polar Star. \n\nFig.4: The Constellation of Cassiopeia \nIf you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the observer 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.","highlights":Ӷ^"jQuery321051508804293252722":^°°,^"jQuery321051508804293252722":^°°,^"jQuery321051508804293252722":^°°,^"jQuery321051508804293252722":^°°Ӻ,"text":"A striking example are the constellations we all can learn to see, name, and recognize on a clear night. Take the one called Cassiopeia. It has been know\nn since the beginning human history. The Greeks saw it as the crown of a mythical queen and gave it her name. We see it more prosaically as a “W” in the vicinity of the Polar Star.\n\n\nFig.4: The Constellation of Cassiopeia If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the ob\nserver 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.","category":"Beispiel3","data_creacio":1566400506067°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ewvpdb2m4g","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ/pӶ1Ӻ","endOffset":95°Ӻ,"quote":"This in no way denies the fact that the continuous social and linguistic interactions among the members of a group or society lead to a progressive mutual adaptation of the individuals’ semantic connections. These interactions inevitably bring about the fact that the members of a language group tend to construct the meanings of words in ways that prove compatible with the usage of the community. This is to say, they develop a more or less common way of “seeing the world”. But what they see is nevertheless their subjective construction. \nThat this is a viable assumption becomes clear the moment one considers more than one language.","highlights":Ӷ^"jQuery321032287351973624812":^°°,^"jQuery321032287351973624812":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1566400970989°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"H4w2btqhvp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":1389,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":1621°Ӻ,"quote":"Just as, for instance, the Morse code links short and long experiences of beeps to re-presentations of letters of the alphabet, so in language, sound images are linked to concepts, that is, to re-presentations of experiential units.","highlights":Ӷ^"jQuery32107882752453002952":^°°Ӻ,"text":"Just as, for instance, the Morse code links short and long experiences of beeps to re-presentations of letters of the alphabet, so in language, sound images are linked to concepts, that is, to re-presentations of experiential units.","category":"Beispiel3","data_creacio":1566398675325°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Mml0l5dxbg","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":192,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1587°Ӻ,"quote":"Having done this, they must separate in their auditory experience those acoustic units that belong to a linguistic system from other units that do not. Only then can they tentatively associate specific items of the first type (concepts) with items of the second (sound-images of words). That children do all this unawares does not support the notion that it happens by itself without any effort on their part. The semantic connection has to be formed in their heads. \nMany authors, e.g. Rorty (1982) and Gergen (1994), suggest that whatever we want to think of as ‘meaning’ is acquired in the course of what Wittgenstein (1953) called “language games”. This rightly points to the fact that children cannot guess all by themselves which sounds constitute words and what their meanings might be. It can only be done in the contexts of social interaction. Language games are the occasion for the construction of meaning, But they do not explain how children do it. Social Constructionists (a term invented by Kenneth Gergen to distinguish his way of thinking from that of other constructivists) are obviously aware of the problem. Gergen explicitly states: “the constructionist is centrally concerned with such matters as negotiation, cooperation, conflict, rhetoric, ritual, roles, social scenarios, and the like, but avoids psychological explanations of microsocial process” (Gergen, 1994; p.25).","highlights":Ӷ^"jQuery3210077187936951437892":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1566390174679°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"O45mhvf595","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ/pӶ1Ӻ","endOffset":389°Ӻ,"quote":"Be this as it may, my main interest is in devising theoretical principles that might show at least one way that could lead to these important competencies. De Saussure’s model makes very clear that the semantic connection in the first place links an individual’s generalized experience of words with the individual’s generalized experience of other items. For entities that have been generalized German provides the word “Vorstellung”, a word that is central in Kant’s analysis of reason. In English, it has traditionally been rendered by “representation”, and this was thoroughly misleading. In the English-speaker the word “representation” inevitably implies that somewhere there is an original which is now being represented. This interpretation makes it practically impossible to understand Kant’s theory of knowledge; and when it is applied to language it leads to the notion of “reference”, i.e. that words refer to objects in a world thought to be independent of the speakers. \nIf you think about this, you sooner or later stumble over the question how you could possibly have established a semantic connection between a word and an object, if both are supposed to be independent of your experience. The answer becomes obvious in Saussure’s diagram: The semantic connection – one cannot repeat this often enough – can be made only between entities in someone’s head.","highlights":Ӷ^"jQuery3210202359337057632762":^°°,^"jQuery3210202359337057632762":^°°,^"jQuery3210202359337057632762":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1566399030852°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Olvapcssex","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":192°Ӻ,"quote":"Whatever one assumes to be genetically determined in children, it is they themselves who must actively isolate units in their experiential field and abstract them into concepts.","highlights":Ӷ^"jQuery3210077187936951437892":^°°Ӻ,"text":"Whatever one assumes to be genetically determined in children, it is they themselves who must actively isolate units in their experiential field and abstract them into concepts. ","category":"Schlussfolgerung3","data_creacio":1566390183514°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Pht7smbl07","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":1736,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":2246°Ӻ,"quote":"The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective. They are subjective in the sense that they have to be constructed by the experiencer.","highlights":Ӷ^"jQuery321051508804293252722":^°°Ӻ,"text":"The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective. They are subjective in the sense that they have to be constructed by the experiencer.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1566400652556°
