In Ariberto Acerbi, Andrés Mijangos Labastida & G. Luise (eds.), La filosofia come paideia. Contributi sul ruolo educativo degli studi filosofici. Roma, Italia: pp. 115-129 (2016)

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Jaime Nubiola
Universidad de Navarra
Abstract
Twenty years ago I put a sign on the door to my office —and it’s still there— with the sentence of Peirce that I have used in my title: "The life of science is in the desire to learn" (CP 1.235, c.1902). I learned this quote from the late professor of logic at MIT, George Boolos. Like him, I put it on my door to invite students to come in to inquire, to ask questions, since their questions are not just the life of science, but also the sparks that inflame my passion for teaching. Those —professors and students— who desire to learn are the real agents, the main characters, of philosophical development. Philosophy should not be understood and taught as the transmission of old solutions to outdated problems, but as a way of life devoted to learning the truth wherever we might find it. My exposition will be divided into four sections: 1) A brief presentation of Peirce, focusing on his work as a professional scientist and a scientific philosopher; 2) Peirce considered as an educational philosopher; 3) Some practical suggestions I have drawn from Peirce's ideas and from my experience teaching philosophy today; and finally, 4) A brief conclusion.
Keywords Charles S. Peirce
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Charles S. Peirce at the Johns Hopkins.Christine Ladd-Franklin - 1916 - Journal of Philosophy 13 (26):715.
Charles S. Peirce as a Teacher.Joseph Jastrow - 1916 - Journal of Philosophy, Psychology and Scientific Methods 13 (26):723-726.
Peirce at the Johns Hopkins University.Max H. Fisch & Jackson I. Cope - 1959 - Journal of Symbolic Logic 24 (3):211-211.

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