In this article, I examine the reconstruction that Peirce does on analytic/synthetic Kantian division, supported by his phenomenology, semiotic and pragmatism. The analysis of Peirce’s writings on mathematic suggests a notion of a posteriori and necessary analytical truths, that is, propositions that express one belief justified in experience, but whose generalization is valid for all the possible worlds. This was a new idea the time that Peirce formulated it, in 19th Century, and it contrasts with semantic-analytical tradition from Frege and (...) was contested by Quine in 1950’s. Peirce’s notion of analyticity is a result of his discovery of the logic of relatives, which led the philosopher to revise the deductive reasoning, dividing it into corollarial and theorematic, which in turn allow us to understand why mathematics is, simultaneously, deductive and non-trivial. (shrink)

Abductive reasoning takes place in forming``hypotheses'''' in order to explain ``facts.'''' Thus, theconcept of abduction promises an understanding ofcreativity in science and learning. It raises,however, also a lot of problems. Some of them will bediscussed in this paper. After analyzing thedifference between induction and abduction (1), Ishall discuss Peirce''s claim that there is a ``logic''''of abduction (2). The thesis is that this claim can beunderstood, if we make a clear distinction between inferential elements and perceptive elements of abductive reasoning. For (...) Peirce, the creative act offorming explanatory hypotheses and the emergence of``new ideas'''' belongs exclusively to the perceptive side of abduction. Thus, it is necessary to study the roleof perception in abductive reasoning (3). A furtherproblem is the question whether there is arelationship between abduction and Peirce''s concept of``theorematic reasoning'''' in mathematics (4). Both forms of reasoning could be connected, because both arebased on perception. The last problem concerns therole of instincts in explaining the success ofabductive reasoning in science, and the question whether the concept of instinct might be replaced bymethods of inquiry (5). (shrink)

I articulate Charles S. Peirce’s philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce’s philosophy of mathematical education primarily aims at fostering the development of the students’ semeiotic abilities of imagination, concentration, and generalization required for conducting mathematical inquiry by way of experimentation upon diagrams. This involves an emphasis on the relation between theory and practice and (...) between mathematics and other fields including the arts and sciences. For achieving its goals, the article is divided in three sections. First, I expound Peirce’s philosophical account of mathematical reasoning. Second, I illustrate this account by way of a geometrical example, placing special emphasis on its relation to mathematical education. Finally, I put forth some Peircean philosophical principles for mathematical education. (shrink)

According to the received view, Charles S. Peirce's theory of diagrammatic reasoning is derived from Kant's philosophy of mathematics. For Kant, only mathematics is constructive/synthetic, logic being instead discursive/analytic, while for Peirce, the entire domain of necessary reasoning, comprising mathematics and deductive logic, is diagrammatic, i.e. constructive in the Kantian sense. This shift was stimulated, as Peirce himself acknowledged, by the doctrines contained in Friedrich Albert Lange's Logische Studien (1877). The present paper reconstructs Peirce's reading of Lange's book, and illustrates (...) what, according to Peirce, was right and what was problematic in Lange's account of reasoning. It further seeks to explain how Peirce's theory of deductive reasoning was a combination of Kant's philosophy of mathematics and Lange's philosophy of logic. (shrink)