David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 37 (2):227–238 (2005)
The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality , meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of new knowledge that was first debated by Socrates in his dialogue with Meno
|Keywords||habits experience semiotics abduction consciousness embodiment Meno|
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References found in this work BETA
Michael A. E. Dummett (1991). The Logical Basis of Metaphysics. Harvard University Press.
James H. Fetzer (1991). Philosophy and Cognitive Science. Paragon House.
Charles S. Peirce (1931). Collected Papers of Charles Sanders Peirce. Cambridge, Harvard University Press.
Ian Hacking (1990). The Taming of Chance. Cambridge University Press.
Ruth G. Millikan (1986). Thoughts Without Laws: Cognitive Science with Content. Philosophical Review 95 (January):47-80.
Citations of this work BETA
Sami Paavola & Kai Hakkarainen (2005). Three Abductive Solutions to the Meno Paradox – with Instinct, Inference, and Distributed Cognition. Studies in Philosophy and Education 24 (3-4):235-253.
Torill Strand (2013). Peirce's Rhetorical Turn: Conceptualizing Education as Semiosis. Educational Philosophy and Theory 45 (7):789-803.
Inna Semetsky (2014). Taking the Edusemiotic Turn: A Body∼Mind Approach to Education. Journal of Philosophy of Education 48 (3):490-506.
Alin Olteanu (2014). The Semiosic Evolution of Education. Journal of Philosophy of Education 48 (3):457-473.
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