Peirce's Rhetorical Turn: Conceptualizing education as semiosis
Educational Philosophy and Theory (forthcoming)
| Abstract | The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up towards a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production | |||||||||
| Keywords | pragmatism philosophy of education semiotics semeiosis learning phenomenology C. S. Peirce | |||||||||
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