Peirce's semiotics, subdoxastic aboutness, and the paradox of inquiry

Educational Philosophy and Theory 37 (2):227–238 (2005)
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 new knowledge that was first debated by Socrates in his dialogue with Meno
Keywords habits  experience  semiotics  abduction  consciousness  embodiment  Meno
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DOI 10.1111/j.1469-5812.2005.00111.x
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References found in this work BETA
Collected Papers of Charles Sanders Peirce.Charles S. Peirce - 1931 - Cambridge: Harvard University Press.
The Taming of Chance.Ian Hacking - 1990 - Cambridge University Press.
Thoughts Without Laws: Cognitive Science with Content.Ruth Garrett Millikan - 1986 - Philosophical Review 95 (January):47-80.

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Citations of this work BETA
Peirce's Rhetorical Turn: Conceptualizing Education as Semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
Taking the Edusemiotic Turn: A Body∼Mind Approach to Education.Inna Semetsky - 2014 - Journal of Philosophy of Education 48 (3):490-506.
The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.

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