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  1. Dewey’s Conceptualization of the Public as Polity Contextualized: The Struggle for Democratic Control Over Natural Resources and Technology.Torjus Midtgarden - 2019 - Contemporary Pragmatism 16 (1):104-131.
    This article explores John Dewey’s conceptualization of the public as polity in his lecture notes from 1928. Dewey’s conceptualization suggests an account of the democratic legitimacy of public regulation of economic activities by focusing on polity members’ mutual interest. Contextualized through Dewey’s involvement in practical politics the article specifies the conceptualization by a policy focus on natural resources and technology, and explores and discusses it through two issues for democratic control over policy development: centralization of power in federal government; and (...)
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  2.  18
    On the Prospects of a Semiotic Theory of Learning.Torjus Midtgarden - 2005 - Educational Philosophy and Theory 37 (2):239–252.
    Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that (...)
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  3. Conflicting and Complementary Conceptions of Discursive Practice in Non-Metaphysical Interpretations of Hegel.Torjus Midtgarden - 2013 - Philosophy and Social Criticism 39 (6):559-576.
    Pippin, Pinkard and Brandom are rightly seen as representatives of a distinct approach in contemporary Hegel scholarship. Still, their interpretations diverge due to different definitions and uses of conceptions of discursive practice. We focus on three ways in which such definitions and uses bear on their interpretations. First, while Lumsden has recently criticized Pinkard and Brandom for ‘discursive bias’ in their accounts of the contestation and upheaval of normative authority in Hegel’s Phenomenology, we note that Pinkard distinguishes between various modes (...)
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    On The Prospects of A Semiotic Theory of Learning.Torjus Midtgarden - 2005 - Educational Philosophy and Theory 37 (2):239-252.
    Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that (...)
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  5.  22
    Iconic Aspects of Language and Language Use: Peirces Work on Iconicity Revisited.Torjus Midtgarden - 2002 - Semiotica 2002 (139):227-244.
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  6.  30
    Peirce on Education: Pragmatism and Peirce’s Definition of the Purpose of a University.Torjus Midtgarden - 2005 - Studies in Philosophy and Education 24 (3-4):327-335.
    Drawing on Peirce’s later as well as his early formulation of pragmatism, I show in this article how Peirce’s definition of the purpose of a university can be reformulated in terms of his semiotic pragmatism. The abstract educational principles appealed to in the definition may thus be rephrased in terms of our pre-spesialized capacities for learning and communication.
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  7.  25
    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.
  8. Peirce's Epistemology and its Kantian Legacy: Exegetic and Systematic Considerations.Torjus Midtgarden - 2007 - Journal of the History of Philosophy 45 (4):577-601.
    : This paper considers Peirce's epistemology against the background of its Kantian legacy. While various interpreters like R. Rorty, K.-O. Apel and J. Habermas have claimed that Peirce remained a Kantian philosopher, the thesis defended here is that Peirce rejected several of Kant's epistemological dichotomies, such as the transcendental-empirical and the a priori-a posteriori dichotomy. In particular, the paper considers an epistemological project which has been largely neglected in the literature: Peirce's semiotic analysis of assertions. This analysis reconstructs various sign (...)
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  9.  15
    Peirce's Speculative Grammar From 1895-1896: Its Exegetical Background and Significance.Torjus Midtgarden - 2001 - Transactions of the Charles S. Peirce Society 37 (1):81 - 96.
  10.  17
    Dewey's Philosophy of Language.Torjus Midtgarden - 2008 - Revue Internationale de Philosophie 3:257-272.
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  11. 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.
  12.  2
    A Wide View of Democracy and An Inclusive Conception of The Social.Torjus Midtgarden - 2020 - European Journal of Pragmatism and American Philosophy 12 (1).
  13. Critical Pragmatism: Dewey’s Social Philosophy Revisited.Torjus Midtgarden - 2012 - European Journal of Social Theory 15 (4):505-521.
    Scholars like Alison Kadlec, Melvin Rogers and R.W. Hildreth have recently confronted the claim that Dewey’s pragmatism lacks resources to approach issues of power, but they have not given a unified account of what theoretical framework Dewey’s pragmatism provides to grapple with such issues and to articulate standards for social criticism. In this article, I explore one such framework: Dewey’s outline of a social philosophy developed in his Lectures in China. Here, Dewey derives immanent standards for social criticism through sociological (...)
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  14.  5
    Charles S. Peirce.Torjus Midtgarden - 2012 - In Lila Haaparanta & Heikki Koskinen (eds.), Categories of Being: Essays on Metaphysics and Logic. Oxford University Press, Usa. pp. 191.
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  15.  15
    Peirce on the Notion of Self and Personal Identity.Torjus Midtgarden - 2002 - History of Philosophy Quarterly 19 (1):109 - 124.
  16.  38
    Peirce's Theory of Inquiry and Beyond.Torjus Midtgarden - 2011 - Transactions of the Charles S. Peirce Society 47 (4):528-531.
    Thora Margareta Bertilsson's book is an extended edition of her doctoral dissertation originally written in 1978, with a new foreword and preface and one new chapter. The thematic link between her original text and the new texts in the book is Charles Peirce's Theory of Inquiry. Yet, whereas the original text focuses on the relevance of Peirce's theory for the social study of science, the new contribution also focuses on Peirce's relevance for sociology and social theory more generally. This shift (...)
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    Rawls, Dewey, and Constructivism: On the Epistemology of Justice by Eric Thomas Weber.Torjus Midtgarden - 2016 - Transactions of the Charles S. Peirce Society 52 (3):476-480.
    In Rawls, Dewey and Constructivism Eric Thomas Weber focuses on the epistemological basis of John Rawls’ political philosophy and discusses such basis through two different lenses. Firstly, relying on Tom Rockmore’s recent interpretation of Kant, Weber qualifies Rawls’ work against the background of Kant’s epistemology and its tensions between constructivism and representationalism. While the term “constructivism” here applies broadly to epistemological positions holding ‘the objects of knowledge to be affected or conditioned by the knower’, “representationalism” covers any epistemological approach taken (...)
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