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  1. Meaning and Abduction as Process-Structure: A diagraM of Reasoning.Inna Semetsky - 2009 - Cosmos and History 5 (2):191-209.
    This paper is informed by Charles Sanders Peirce’s philosophy as semiotics or the doctrine of signs. The paper’s purpose is to explore Peirce’s category of abduction as not being limited to the inference to the best explanation. In the context of the logic of discovery, abduction is posited as a necessary although not sufficient condition for the production of meanings. The structure of a genuine sign is triadic and represents a synthesis between precognitive ideas and conceptual representations. The novel model (...)
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  • The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (4):433–454.
  • Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry.Inna Semetsky - 2005 - Educational Philosophy and Theory 37 (2):227–238.
    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 (...)
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  • Taking the Edusemiotic Turn: A Body∼Mind Approach to Education.Inna Semetsky - 2014 - Journal of Philosophy of Education 48 (3):490-506.
    Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this article elucidates. Importantly, semiotics is not illogical but is informed by the (...)
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