Abstract
This paper introduces the concept of the palimpsest as a tool for examining teacher and administrator beliefs about teaching, learning, and managing. The palimpsest is integrated into a Peircean semeiotic framework utilizing von Uexküll's Lebenswelt. Three typical cases enrolled in a learning program that engages teachers in a process of systematic and intentional inquiry were chosen. Raw responses from the three cases were examined. Of particular interest, all three participants tended to reason from premises that currently fit their belief structures and seem to hand pick clues to examine. Finally, the palimpsest appears to be a useful and flexible concept to examine the consistencies and inconsistencies of beliefs.
About the authors
James B. Schreiber (b. 1969). His research interests include beliefs, reasoning, learning theories, and statistical modeling. His recent publications include ‘Epistemological beliefs of community college students and their learning processes’ (with David Shinn, 2003); and ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and Connie Moss, 2005).
Connie M. Moss (b. 1950). Her research interests include systematic and intentional inquiry, and belief formation and transformation. Her recent publications include ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and James Schreiber, 2005).
Janice M. Staab (b. 1966) is a Philosophical Coach in private practice. Her research interests include habit development and change and C. S. Peirce.
© Walter de Gruyter
