Tag Archives: talk

12/24/24

Looking at Tomasz Duma’s Article (2023) “The Specificity of Secundum Dici Relations…” (Part 1 of 14)

0001 In 2017, the author publishes a book, in Polish, with the English title, “The Metaphysics of Relation: At the Basis of Understanding the Relations of Being”.  This article slices out one topic among many.

Thomas Aquinas uses the Latin term, relationes secundum dici, in ways that lead to a variety of interpretations.  Consequently, the complete title of this work is “The Specificity of Secundum Dici Relations in St. Thomas Aquinas’ Metaphysics”.  The article appears in Studia Gilsoniana 12(4) (October-December 2023), pages 589-616.

0002 I know that this article is scholarly, because the summary (abstract) appears at the end of the text.

0003 Why does this article capture my attention?

The term translates into relations (relationes) according to (secundum) speech (dici)… er… talk (dici).

I don’t think the Romans have a word for forms of talking other than speech.

They are so civilized.

0004 The term applies to various questions, such as when a pagan calls his god, “Lord of the heavens”, as well as the relation between matter and form, the relation between accident and substance, qualities of things, one’s orientation in labeling one side of an auditorium “right” or “left”, and so.  These are just samples.  Duma presents five cases in detail.

0005 The dici term contrasts to a similar term, relationes secundum esse.

The latter translates into relations (relationes) according to (secundum) existence (esse)… er… esse_ce (esse).

Esse_ce?

Esse_ce is a written play on the Latin term, esse.

Esse_ce is the complement to essence.

Whatever has esse_ce also has essence.  Whatever has essence also has esse_ce.

0006 Those two statements sound like relationes secundum esse even though they may be relationes secundum dici.

Why?

The relation between esse_ce and essence is another way to state the relation between matter and form.

0007 Plus, the relation between matter and form is an exemplar of Peirce’s category of secondness, the dyadic realm of actuality (that contrasts with thirdness, the triadic realm of normal contexts, and firstness, the monadic realm of possibility).

Secondness consists of two contiguous real elements.  For Aristotle’s hylomorphe, the real elements are matter and form.  The contiguity is not named.  However, a name stands ready-at-hand.  That name is “substance”.  So, I can take the word, “substance”, and place it in brackets (for notation), to arrive at the following figure.

0008 Now, my interest in Duma’s article begins to clarify.

The relation between matter and form is a relation where the terminus of the relation is a word, so to speak, that denotes either the presence (matter) or the shape (form) of a thing.  But, it does not denote a thing (which expresses both esse_ce and essence).

The same goes for the creature calling his creator, “master”.

When I watch the ritual proclamation, I encounter two real elements, the creature and the proclaimed word.  I must figure out the contiguity between these two real elements.  Both real elements are locked in a literal relationes secundum dici (a relation according to talk).

So, I place my guess into the slot for contiguity.

0009 Because Aristotle’s hylomorphe is a premier example of Peirce’s secondness, the creature [calling Creator] aspect of the dyad carries the feel of matter [substance], esse_ce, or “existence”.  Also, the [calling Creator] “Master” aspect carries the feel of [substantiating] form or essence.

May I go as far to say that much of Aquinas’s philosophy carrries the feel of matter [substance] form, even as Aquinas transcends the esse_ce and essence of Aristotle’s philosophy in an intellectual flight towards a recognition that is so… so… divine?

God is Substance.

God is the contiguity between all real elements in Peirce’s secondness.

0010 According to John Deely’s massive book, Four Ages (2001 AD), Thomas Aquinas (1225-1274) is an important waystation between St. Augustine (354-430), who poses the question of sign-relations, and John of St. Thomas (John Poinsot (1589-1644)), who finally and correctly identifies signs as triadic relations.

Aquinas mentions relatives in his discourses on various theological and philosophical questions and disputes.  The diciand esse relations stand out.  They are are similarly worded. The formula is relationes secundum X, where X is either esseor dici.  Esse relations pose few difficulties.  Dici relations lead to confusion and debate.

0011 Here is a table listing some of the characteristics of each.

0012 In this examination, I have already brought Duma’s article into relation with one aspect of Peirce’s philosophical schema.

I hope that no one is surprised.

The next step adds another layer and that may take the reader off guard.

12/11/24

Looking at Tomasz Duma’s Article (2023) “The Specificity of Secundum Dici Relations…” (Part 14 of 14)

0119 The conceptual-flow apparatus of A,B,&C also applies to Peirce’s category of firstness as explicit matter (A).

0120 An explicit definition of firstness (B) stands as form in the dicey bucket, then as matter in the esse bucket.  

In the esse bucket, dici (speech-alone talk acting as hand-talk) relates to whatever follows the logics of inclusion and allows contradictions.

0121 Rather than giving another example, I proceed to section four, where the author formulates how we should understand relationes secundum dici.

Since this examination is already disruptive, let me proceed to some suggestions that sort of correspond to the author’s points and some that do not.

0122 First, let go of the distinction between categorical and transcendental.  Even though the distinction is helpful, it does not appear to be critical to the speculations at hand.

0123 Second, all dici relations have two termini, the relation itself (portrayed as a hylomorphic dyad consistent with Peirce’s definition of secondness) and the elements that go into the relation (for Aristotle’s hylomorphe, “matter” and “form”, and for the dici relation, “dici” and “relationes“).

0124 Third, as soon as relationes secundum X (where X = esse or dici) is formulated as a dyad in the realm of actuality, the relation is subject to the laws of contradiction and noncontradiction.  The label for the contiguity is placed within brackets for clear notation.  The contiguity’s label is selected on the basis that [it] minimizes contradictions between the two real elements.

[Secundum] may be regarded as a contiguity that minimizes contradictions.

0125 Fourth, relationes secundum X (where X = esse or dici) is an actuality2.  A normal context3 and potential1 are required to attain understanding.   An entire (filled-in) category-based nested form associates to understanding.  Understanding encompasses the three distinctly different logics of thirdness, secondness and firstness.

In hominin evolution, our genus adapts to the potential of triadic relations, including “understanding”, defined as “the completion of a category-based nested form”.  Implicit abstractions produce complete nested forms holistically (that is, without explicit articulation of the three elements).  Hand-talk favors implicit abstraction.

Explicit abstractions may articulate elements within a relation, by using the purely symbolic labels of speech-alone talk.  At the same time, the conceptual-flows of A,B,&C suggest that speech-alone talks engages implicit abstraction (and visa versa).

Nonetheless, A and C are not precisely the same relationes, even though they are contiguous with B, dici.

Nor, are A and C the same dici, even though they are contiguous with B, relationes.

0126 Fifth, what does [secundum] (translated as [according to]) in relationes secundum X (where X = esse or dici) imply?

Secundum compares to substance, in Aristotle’s hylomorphe of “matter [substance] form”.

Secundum also associates to either implicit abstraction or explicit abstraction, depending on the dyad.

Secundum entangles the distinction between categorical and transcendental relations, for those who cannot let go (see first point).

0127 Sixth, Peirce’s diagrams allow an inquirer to consider labels (from explicit abstractions) within a visual framework (that coheres with implicit abstraction).

0128 This examination adds value to Tomasz Duma’s contribution to our current appreciation of relationes secundum X,by suggesting that the philosophies of Aristotle, Aquinas and Peirce are (1) congruent and (2) illuminate cognitive features of both our current Lebenswelt as well as the Lebenswelt that we evolved in.

0129 Furthermore (3), this congruence allows contemporary philosophers to consider the difference between explicitly abstracted relations that act as matter to dici (speech-alone talk) as form and implicitly abstracted relations that act as form to dici (hand talk) and esse as matter.

Now, that is one complicated “furthermore”.

0130 Oh, one more “furthermore”!

Recall that Duma gives five cases where relatives appear in the writings of Thomas Aquinas.

In this examination, I also provide five examples for relationes secundum X.

The Oldowan stone tool is a case for X=esse.

The hand-talk gesture-word, [RAVEN], is a case for X=dici (hand talk).

[WOLF][FINGER] is a case for X=dici (hand talk) and then X=dici (speech-alone talk).

“Ravenous chairperson”, “cushy job” and “drought” are cases for X=dici (speech-alone talk).

“A bridge that meets code” is a case for X=dici (speech-alone talk).

0131 Is this what the author anticipated when he sent his article for publication?

I suppose not.

0132 Okay, the author may chuckle during the course of this examination, as it tracks from Aquinas’s relatives straight into a key question concerning human evolution.

Why is our current Lebenswelt not the same as the Lebenswelt that we evolved in?

Are relationes secundum dici integral to an answer to this question?

What if.

0133 Indeed, laughter is an appropriate response.

Who would have guessed that Aristotle, Aquinas and Peirce, all strangely brilliant yet incomplete philosophers, are (inadverently) in the business of illuminating differences between who we are and who we evolved to be?

0134 My thanks to Tomasz Duma for his article on this very intriguing topic.

12/30/22

Looking at Razie Mah’s (2014) A Course on How To Define the Word “Religion” (Part 1 of 24)

0001 Many home and private schoolers face a difficulty.

They want to teach their children and students about God and nature.

At the same time, they want their children and students to pass standardized tests constructed by government agencies that declare themselves to be “not religious”.

Can a “not religious” sovereign establish a religion?

I like to call this apparent anomaly, “Big Government (il)Liberalism”.

Other names also apply.

0002 Indeed, parents and teachers suspect that the standards… or perhaps, the norms… of these godless educational… er, indoctrinating agencies do not allow a type of thinking that has been common to Christian civilization since its inception.  This type of thinking is both analytic and synthetic and is promulgated by the schoolmen (or “scholastics”) of the so-called “Middle Ages”.

As it turns out, scholastic debates concerning mind-independent and mind-dependent reality end up with a definition of sign-relation that incorporates modern science, while at the same time transcending it.

Of course, the mechanical philosophers of the 1600s don’t know this.  Modern scientists try to model observations and measurements of phenomena, using their highly specialized disciplinary languages.  These models break down into two elements: cause and effect.

But, material and physical cause and effect cannot describe the causality inherent in sign relations.

0003 Surely, there are three elements to all existence.

Charles Peirce (1839-1914 AD) reads Francisco Suarez (1548-1617), a Baroque Scholastic, and comes up with the idea that there are three categories.  Firstness has one element.  Secondness (which includes mechanical science) has two elements.  Thirdness has three.  These three categories describe the causality inherent in a sign relation.

These three categories are also the foundation for the category-based nested form.

0004 So, what does this mean to parents and teachers?

None of the government agencies, who declare themselves to be “scientific”, can define the sign as a triadic relation.

So, perhaps that is a good place to start.

0005 Semiotics encompasses the natural sciences, not the other way around.

Teaching your students the analytic and synthetic practices of the category-based nested form and semiotics will prepare them for technology, engineering and mathematics. Science typifies secondness.  And, secondness stands between thirdness and firstness.

Say what?

Take a look at the following figure.  Even without familiarity with Peirce’s categories, the diagram tells a story concerning the relevance of triadic relations1 in regards to inquiry3 and science2.  Understanding is not the same as scientific determination.

Figure 01

0006 What about the social sciences?

I wonder, can modern social scientists observe and measure social phenomena?

Can they model observations of religious behavior, when they describe themselves as “not religious”?

If everyone can be religious and if social scientists choose not to be religious in order to build models of their observations of those who are, then isn’t there some sort of contradiction?

Or, is that the nature of specialization?

Speaking of specialization, sociologists do not study psychology.  Psychologists do not study sociology.  Plus, sociology and psychology ignore biology.  All these disciplines are alchemically sealed within their own academic echo-chambers.  They cannot hear one another.

Say what?

0007 The category-based nested form is a triadic relation, that is both synthetic and analytic.  It is useful for reading texts.  It is a powerful tool for picturing the purely relational characteristics of psychology, sociology, cognition and evolution.

A Course on How to Define the Word “Religion” offers a unique path into topics covered by the so-called “social sciences”, without the blinders of BG(il)L.

Please consider this course when developing a curriculum for your children and your students.

12/2/22

Looking at Razie Mah’s Series (2015)  A Course on How To Define the Word “Religion”  (Part 24 of 24)

0161 In conclusion, many home and private schoolers face a difficulty.

They want to teach their children and students about God and nature.

At the same time, they want their children and students to pass standardized tests constructed by government agencies that promulgate a religion, even though they declare themselves to be “not religious”.

This course is one way to approach the difficulty.

This course offers a path, a text, along which you, the adult, and your children and your students may walk together.

0162 No other work in the field of education in 2022 compares.

Except of course, other courses by Razie Mah, such as A Course on The Archaeology of the Fall and A Course on the Human Niche.

Welcome to the fourth age of understanding.

0163 A Course on How To Define The Word “Religion” may be found at smashwords and other e-book vendors, using the search terms: Razie Mah, series,  course, how to define the word “religion”.

The course consists of ten primers, followed by the masterwork, How To Define The Word “Religion”.

Each primer and masterwork is punctuated, not by page numbers, but by points.  A one-hour class may cover between twenty and forty points.  That is a little slower than one per minute.  If you conduct a class, record the number of points covered per session and report to raziemah@reagan.com.

0164 These blogs provide a taste of the style and the content.  They complement, rather than substitute, for the primers and the masterwork.

I hope that you enjoy these blogs and pass them onto others who may serve as guides in a world where education is the job of parents and those similarly motivated, rather than those who are certified by the state.

God bless.