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Then I can talk about brain, otherwise,’ he says ‘the world goes its own way.’
You must have the organ of attention, not the same attention as that of paying attention
the one that constructs meanings, that works or it is useless that we are talking about a thing that you can’t talk
Then the repeated and socially shared words become semantic commitments.
That is, every time I have think something I know exactly what I have to say you
. ..men communicate
If I want a glass of water I say one of those things. I don’t say you, ‘Take me to the moon ’,
So these are called by Ceccato semantic commitments.
That is, each of one of us repeats operations, repeats operations, and when you are a child learn to do the operations
, indeed since you are a child you learn it and they are the… semantic commitments
A child knows that when wants some milk or is hungry, has to say, ‘I’m hungry’ or ‘Give me a glass of water, please’
He mustn’t say other things. Little by little, he learns to do these operations,
but not how nowadays it is still taught
My daughter is in the fourth year of primary school,
I looked at her books of the fourth year which taught her the
her the above and below meanings,
always with this idea of two things.
That is, the above is there.
Meanings, words are there, you only need your eyes to see them, and they tell children how do they learn…
A mother makes see her child a glass, ‘Glass, glass,’ she says and the child is supposed to learn a glass
what a glass is because, you look at it.
men have been constructing their meaning of glass for one hundred thousand years
That is, something with the function of containing something which then bring here and swallow
Ceccato disproves immediately this indication-repetition-make me learn mechanism because, he says,
‘Providing it does work this way, you also say to children ‘Glass and bottle’,
as well as can make show them this which is another glass which is even this big, and you say, ‘How does a child learn that ‘and’?
What does his mother show to make him learn that ‘and’?
And when he learns to say ‘Bottle or glass’? Or ‘pack with bottle’?
As for ‘with’, the talked about prepositions ‘of’, ‘at’, ‘by’, ‘in’, ‘with’, what can you show a child?
We have to consider that children learn them!
I am still waiting for one of these men to come here and show me how they show something for "at", "and" "with"...
but Ceccato has already solved my problem
He doesn’t make me see anything!
Because the "e" is one of the many meanings that we have learned to build in the beginning, one of the oldest we have learned to build
front of this situation ... I used the view ... but I might be blind and have used touch
faccio così...and this...
I operate with attention and I construct the meaning of this thing,
keep it in mind, construct another meaning, taking into account that, and when I have to express them together, use ‘and’.
I make a metaphor, in order to do an ‘and’ with gestures, ‘and’ is so. On the contrary, when I do ‘or’, I construct this.
This is if I didn’t feel it no longer, there isn’t. On the contrary, when I construct this, I left this,
it is no longer even in my memory, it is as first, I can look at
I cuold look at bottle but When I look at, I decide to look at the cap, I know that there is the bottle but I don’t look at below the cap, I only look at it
I only keep the cap. If I look at and keep the glass then I leave it and keep bottle
when I decide to construct a thought
I say ‘glass and bottle’ or ‘Glass or bottle’.
The ‘or’ is different from the ‘and’
and you don’t show it, you do it and learn to do it because, in that situation you are stimulated by the same situation when you want to keep something.
‘This or this,’ children already know because, do with their heads. Well,
you don’t learn language by indicating but by being stimulated to do the operations
and since the model takes into account that when we do the same operations we let out the same words,
you come to understand
so the semantic commitments are behind, this tying together words mental activities.
Semantic commitments, whom Vaccarino deals with, in this book…
"From the mental operations go to the semantics"
Prolegomena ... that is what comes first , before semantics
is what you must say before speaking. You must have learned to put pieces
together, it’s this thing. It’s learning to accompany the operations you do with the organ of attention,
the words you do with the vocal chords,
and that you let out.
In that way you create a relation
You do this operation and say ‘and’,
do another operation and say ‘or’,
do that different operation and say ‘with’,
do a different operation and say ‘you’
do a different operation and say ‘when’, ‘nice’, ‘ugly’, and so on.
At this point, to be precise, as I told you before, I can say ‘apple’,
I can also say ‘chair’.
When I construct these meanings of ‘apple’ and ‘chair’,
Ceccato starts making a distinction and say,
‘Well, if the organ of attention has evolved,
when the organ of attention works on its own,
produces meanings, so it is an organ working in two stages
a light on and off.
There is a beat like a heartbeat.
When the organ, this part of the central nervous system, beats,
by combining in different ways,
in the order, the capacity, it constructs
meanings
meanings that Ceccato call "categorie", in honor of Kant who firstunderstood that there isn’t only the reality you see with your eyes but there must be something that man does.
However, ‘There are the 12 categories,’ Kant said.
Instead, they aren’t 12 because, prepositions, conjunctions, nouns are thousand. Vaccarino examines 2000 among the most important,
but we know that in a dictionary there are many other words.
Well, ‘Then,’ he says…