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Any character or proposition either concerns one subject, two subjects, or a plurality of subjects. For example, one particle has mass, two particles attract one another, a particle revolves about the line joining two others. A fact concerning two subjects is a dual character or relation; but a relation which is a mere combination of two independent facts concerning the two subjects may be called degenerate, just as two lines are called a degenerate conic. In like manner a plural character or conjoint relation is to be called degenerate if it is a mere compound of dual characters.
A sign is in a conjoint relation to the thing denoted and to the mind. If this triple relation is not of a degenerate species, the sign is related to its object only in consequence of a mental association, and depends upon a habit. Such signs are always abstract and general, because habits are general rules to which the organism has become subjected. They are, for the most part, conventional or arbitrary. They include all general words, the main body of speech, and any mode of conveying a judgment. For the sake of brevity I will call them tokens.

 

Charles Sanders Peirce

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If the sign were not related to its object except by the mind thinking of them separately, it would not fulfil the function of a sign at all. Supposing, then, the relation of the sign to its object does not lie in a mental association, there must be a direct dual relation of the sign to its object independent of the mind using the sign. In the second of the three cases just spoken of, this dual relation is not degenerate, and the sign signifies its object solely by virtue of being really connected with it. Of this nature are all natural signs and physical symptoms. I call such a sign an index, a pointing finger being the type of the class.
The index asserts nothing; it only says "There!" It takes hold of our eyes, as it were, and forcibly directs them to a particular object, and there it stops. Demonstrative and relative pronouns are nearly pure indices, because they denote things without describing them; so are the letters on a geometrical diagram, and the subscript numbers which in algebra distinguish one value from another without saying what those values are.

 

Charles Sanders Peirce

 

At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

 

John Desmond Bernal

 

The sex relation is not a personal relation. It can be irresistibly desired and rapturously consummated between persons who could not endure one another for a day in any other relation.

 

George Bernard Shaw

 

That is to say that every single book will be magnetized, will be ordered under complicated mathematical clusters, by related subjects, and semantic markers. You will state your questions, or the subject you are interested in, and the computer will find the books for you. Instataneous retrieval brings with it enormous changes in our relation to the history of a subject, because there is a cut-off point in all these systems beond which the previous books are no longer relevant. They have been adequately subsumed in the later ones. You have a completely different way of organsing knowledge—an immensely efficient and in many ways powerfully logical way, but which blocks the essential motion of the hand reaching along a shelf and stumbling on what it did not know was there. When these great knowledge and data-banks, as they are called, are operative there will come a whole change in the way the human mind and eye live with books.

 

George Steiner

 

Subjects who reciprocally recognize each other as such, must consider each other as identical, insofar as they both take up the position of subject; they must at all times subsume themselves and the other under the same category. At the same time, the relation of reciprocity of recognition demands the non-identity of one and the other, both must also maintain their absolute difference, for to be a subject implies the claim of individuation.

 

Jurgen Habermas‎