Abstract Academic circles have become deeply concerned about the “covering up” of symbolic cog¬nition and representation, which has even sparked a linguistic turn. How to get out of this predic¬ament is not only related to the reconsideration of cognitive model, but also closely related to the
transformation of the goal of training talents for foreign language teaching. Using the semiotic theories of Saussure, Peirce, and Uexkull, this essay discusses the Humean problem in semiotic activities based on the traditional Chinese culture of “perceiving and mastering” and the Humean problem in western linguistic semiotics. To improve language learners’ critical thinking ability, Chuang Tzu’s idea of “the mind stops with recognition” can also be taken as a basis to free the symbolic meaning from the constraints of experience and reason in the state off “unconscious and skilled.” In fact, the reverse cognitive path of symbolic representation will be a supplement to cognitive model of positive and negative interaction of cultural semiotics of “Jingshen”.
Key words: cultural semiotics of “jingshen”; reverse cognition; perceiving and mastering
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