My ambition with this paper is to throw some light on Charles S. Peirce’s (1839–1914) semiotic model of learning. Peirce developed this model in his later writings, where he integrated his phenomenology, pragmatism, and semiotics while renewing all three. I start by introducing an analogy on pedagogy used by Peirce in one of his 1903 lectures on phenomenology. Next, I sketch out Peirce’s perspective on the ways in which we learn from experience. In the last section, I map out Peirce’s semiotic model, while indicating some prospects and limitations of a Peircean outlook on the paradoxical attributions of knowledge and learning.

中文翻译：

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学习的符号模型

我对本文的野心是阐明查尔斯·皮尔士（1839–1914）的符号学模型。皮尔斯（Peirce）在后来的著作中发展了这种模型，在整合这三者的同时，他整合了他的现象学，实用主义和符号学。首先，我将介绍皮尔斯（Peirce）在他的1903年有关现象学的演讲之一中使用的教学法类比。接下来，我概述了皮尔斯的经验教训。在上一节中，我绘制了Peirce的符号模型，同时指出了Peircean在知识和学习的悖论归因方面的前景和局限性。