C. S. Peirce’s Dialogical Conception of Sign Processes
Studies in Philosophy and Education 24 (3):213-233 (2005)
Abstract
This article examines the contention that the central concepts of C. S. Peirce’s semeiotic are inherently communicational. It is argued that the Peircean approach avoids the pitfalls of objectivism and constructivism, rendering the sign-user neither a passive recipient nor an omnipotent creator of meaning. Consequently, semeiotic may serve as a useful general framework for studies of learning processes.Author's Profile
DOI
10.1007/s11217-005-3845-0
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Citations of this work
Habit in Semiosis: Two Different Perspectives Based on Hierarchical Multi-level System Modeling and Niche Construction Theory.Pedro Ata & Joao Queiroz - 2016 - In Anderson M. West D. & Donna West (eds.), Consensus on Peirce’s Concept of Habit. Berlin: Springer. pp. 109-119.
Peirce’s Rhetorical Turn: Conceptualizing education as semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
‘Experience is Our Great and Only Teacher’: A Peircean Reading of Wim Wenders'Wings of Desire.Torill Strand - 2014 - Journal of Philosophy of Education 48 (3):433-445.
Using Peircean abduction to understand teacher mentoring.Cathal de Paor - forthcoming - Educational Philosophy and Theory:1-11.
Peirce’s philosophy of communication and language communication.Deping Lu - 2019 - Semiotica 2019 (230):407-423.
References found in this work
The Mathematical Theory of Communication.Claude E. Shannon & Warren Weaver - 1949 - University of Illinois Press.
The Essential Peirce: Selected Philosophical Writings Vol. 1.Charles Peirce, Christian S. & Nathan House J. W. Kloesel - 1992 - Bloomington: Indiana University Press.