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  1. From Peirce’s Speculative Rhetoric to Educational Rhetoric.Sébastien Pesce - 2013 - Educational Philosophy and Theory 45 (7):755-780.
  • Neglected Facets of Peirce's 'Speculative' Rhetoric.Vincent Colapietro - 2013 - Educational Philosophy and Theory 45 (7):712-736.
  • Peirce’s Rhetorical Turn: Conceptualizing Education as Semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
    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 (...)
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  • Peirce's Rhetorical Turn. Prospects for Educational Theory and Research.Torill Strand - 2011 - In Philosophy of Education Society Usa (ed.), Philosophy of Education. Yearbook 2010.
    This essay is motivated by a common call for a reconceptualization of educational processes. Taking the contemporary era of informationalism,2 transnational knowledge economies,3 and, by implication, an epistemification of everyday life,it is held that the dynamics of globalized knowledge structures, altered epistemic cultures, and learning seems to be undertheorized.5 One distinct dilemma seems to be the inherent paradox of the current discourses, signifying — on the one hand — a move away from “the postmodern condition” towards universalism, while — on (...)
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  • Transition, Action and Education: Redirecting Pragmatist Philosophy of Education.Colin Koopman & Darren Garside - 2019 - Journal of Philosophy of Education 53 (4):734-747.
    Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...)
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