David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 45 (7):789-803 (2013)
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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References found in this work BETA
Doug Anderson (2005). Peirce and the Art of Reasoning. Studies in Philosophy and Education 24 (3-4):277-289.
Aristotle (2013). Poetics. Oup Oxford.
Mats Bergman (2005). C. S. Peirce's Dialogical Conception of Sign Processes. Studies in Philosophy and Education 24 (3-4):213-233.
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