If all knowing comes from semiosis, more concepts should be added to the semiotic toolbox. However, semiotic concepts must be defined via other semiotic concepts. We observe an opportunity to advance the state-of-the-art in semiotics by defining concepts of cognitive processes and phenomena via semiotic terms. In particular, we focus on concepts of relevance for theory of knowledge, such as learning, knowing, affordance, scaffolding, resources, competence, memory, and a few others. For these, we provide preliminary definitions from a semiotic perspective, which also explicates their interrelatedness. Redefining these terms this way helps to avoid both physicalism and psychologism, showcasing the epistemological dimensions of environmental situatedness through the semiotic understanding of organisms’ fittedness with their environments. Following our review and presentation of each concept, we briefly discuss the significance of our embedded redefinitions in contributing to a semiotic theory of knowing that has relevance to both the humanities and the life sciences, while not forgetting their relevance to education and psychology, but also social semiotic and multimodality studies.

中文翻译：

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作为符号学的学习和认识：扩展符号学的概念性工具

如果所有知识都来自符号学，则应将更多概念添加到符号学工具箱中。但是，必须通过其他符号概念来定义符号概念。通过通过符号学术语定义认知过程和现象的概念，我们观察到了推进符号学最新技术的机会。尤其是，我们专注于与知识理论相关的概念，例如学习，知识，承受能力，脚手架，资源，能力，记忆力等。对于这些，我们从符号学的角度提供了初步的定义，也阐明了它们之间的相互关系。以这种方式重新定义这些术语有助于避免物理主义和精神主义，通过对生物体适应环境的符号学理解来展示环境环境的认识论维度。