Peirce's Rhetorical Turn: Conceptualizing education as semiosis

Educational Philosophy and Theory 45 (7):789-803 (2013)
Abstract
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 a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production
Keywords pragmatism  philosophy of education  semiotics  semeiosis  learning  phenomenology  C. S. Peirce
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DOI 10.1111/j.1469-5812.2011.00837.x
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References found in this work BETA
Charles Sanders Peirce: A Life.Joseph Brent - 1993 - History and Philosophy of Logic 14 (2):531-538.
C. S. Peirce's Rhetorical Turn.Vincent Michael Colapietro - 2007 - Transactions of the Charles S. Peirce Society 43 (1):16-52.

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The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.

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