摘要
我们可以在符号语言层面对数学对象进行认识上的考察。利用符号学理论中索绪尔和皮尔斯对符号定义的基本思想,可以提出人对数学对象的认识存在两种基本的认识结构①:"所指-能指"结构与"手段-对象"结构。只有这两种认识结构的互补,才能给出人对数学对象认识的一个整体的解释。从数学知识的产生和发展来看,"手段-对象"结构在两种结构中占主导地位,因此,人对数学对象的认识发展会表现出两个层次、三个发展阶段的具体形态。
Our access to the objects of mathematical knowledge can be described,from an epistemological perspective,as mediated by signs.We apply Saussure’s and Peirce’s basic idea of sign to bring the two types of cognition framework,namely,＂signified-signifier＂ framework and ＂means-object＂ framework to answer the question of how we know the objects of mathematical knowledge.It is impossible to give a whole interpretation of our mathematical cognition without complementarity of the two cognition framework.The ＂means-object＂ framework plays a leading role in our mathematical cognition from the perspective from which mathematical knowledge produce and develop;for this reason there are two levels and three stages in our cognitive development of mathematical knowledge.
出处
《科学技术哲学研究》
CSSCI
北大核心
2012年第4期29-34,共6页
Studies in Philosophy of Science and Technology
关键词
数学认识论
符号学
互补
mathematical epistemology； semiotics； complementarity
