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  1. Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
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    Philosophy of Education in a New Key: Education for Justice Now.Marianna Papastephanou, Michalinos Zembylas, Inga Bostad, Sevget Benhur Oral, Kalli Drousioti, Anna Kouppanou, Torill Strand, Kenneth Wain, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-16.
  3.  49
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  4.  20
    Peirce’s Rhetorical Turn: Conceptualizing Education as Semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
    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 (...)
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  5.  27
    The Making of a New Cosmopolitanism.Torill Strand - 2010 - Studies in Philosophy and Education 29 (2):229-242.
    This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...)
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  6.  23
    Peirce on Education: Nurturing the First Rule of Reason.Torill Strand - 2005 - Studies in Philosophy and Education 24 (3-4):309-316.
    Through an exegetic reading of Peirce’s minor texts on higher education, I find that Peirce’s conception of a “Liberal Education” is close to the Herbartian conception of Bildung. Peirce calls for a general education with the ambition of qualifying critical thinkers with the capacity to go beyond the strict rules and narrow borders of the artes liberales, – the different subject matters or sciences taught at a university. Thus, Peirce’s conception of a liberal education is closely linked to his interpretation (...)
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  7.  23
    Peirce on Educational Beliefs.Torill Strand - 2005 - Studies in Philosophy and Education 24 (3-4):255-276.
    This article contends that Charles Sanders Peirce may enhance our understanding of educational beliefs and that Peirce’s logic may be a tool to distinguish between a dogmatic and a pragmatic justification of such beliefs. The first part of the article elaborates on Peirce’s comprehension of beliefs as mediated, socially situated and future-oriented. The second part points to how Peirce promotes his “method of inquiry” as an ethos of science. The method is not judged by the conclusions it lead to or (...)
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  8.  31
    Introduction: Cosmopolitanism in the Making.Torill Strand - 2010 - Studies in Philosophy and Education 29 (2):103-109.
  9.  15
    '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.
    Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is (...)
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  10.  21
    Den Pedagogiske Filosofiens Oppdrag.Torill Strand - 2012 - Studier i Pædagogisk Filosofi 1 (1):4.
    Today, philosophy of education comes forward as diverse, many-faceted and numerous engagements with issues and problems concerning both the fields of philosophy and education. But what is the vital mission of contemporary philosophers of education, and how is this mission justified? Through a tentative reading of Alain Badiou’s ethic and philosophical manifestos, I here hope to throw some lights on these questions. To do so, I clarify Badiou’s epistemic and ontological positions and discuss the relevance of his “ethic of truths” (...)
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  11.  23
    Introduction: Peirce and Education: The Conflicting Processes of Learning and Discovery.Vincent Colapietro, Torjus Midtgarden & Torill Strand - 2005 - Studies in Philosophy and Education 24 (3-4):167-177.
  12. Peirce and Education: The Conflicting Processes of Learning and Discovery.Vincent Colapietro, Torjus Midtgarden & Torill Strand - 2005 - Studies in Philosophy and Education 24:533-535.
     
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  13.  10
    Kosmopolitisme og realisme.Torill Strand - 2016 - Studier i Pædagogisk Filosofi 4 (2):1-5.
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