Peirce’s Syllabus is examined and used to interpret metaphoric iconic stereotypes applied to Indigenous people: “noble savage,” “bloodthirsty savage,” “domestic dependent nation,” “vanishing race,” “Indian tribe,” and “ecological Indian.” Efforts on the part of the Indigenous to replace the these stereotypes with different icons such as “Native American,” “First Nations,” and, most recently, “water protectors,” are also examined. The usefulness of representamen categories from Peirce’s Syllabus, “rhematic,” “Argument,” “dicent,” “indexical,” “qualisign,” “legisign,” and “sinsign,” is demonstrated. Greimas’ observations about the functions of modalities are brought in to explain how graphic images and portraiture, fictional and memoir narratives, legal discourses, and popular media representations implement various sections of the Syllabus. Putting Peirce’s Syllabus into action confirms its ability to perform dynamic, diachronic, and diagrammatic functions.

中文翻译：

---

根据图标和刻板印象操作皮尔斯的教学大纲

考察了皮尔士的课程提纲，并将其用于解释适用于土著人民的隐喻标志性刻板印象：“高贵的野蛮人”，“嗜血的野蛮人”，“国内依赖国”，“消失的种族”，“印第安部落”和“生态印第安人”。还研究了土著人用不同的图标（例如“美国原住民”，“原住民”和最近使用的“水资源保护者”）取代这些陈规定型观念的努力。演示了Peirce教学大纲中“流变”，“自变量”，“ dicent”，“ indexical”，“ qualisign”，“ legisign”和“ sinsign”中代表类别的有用性。Greimas对模式功能的观察被引入来解释图形图像和肖像画，小说和回忆录叙事，法律话语以及大众媒体表示是如何实施课程提纲的各个部分的。