Abstract
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.
About the author
Torill Strand (b. 1957) is a professor at the University of Oslo. Her research interests include political philosophy of education, educational philosophy and theory, cosmopolitanism, and semiotics. Her recent publications include Peirce and education (2019), Rethinking ethical-political education. Beyond the Nordic Model (2020), Cinema & philosophy – some notes on the educational aspects (2020), and Alain Badiou and education (2020).
References
Anderson, Doug. 2005. Peirce and the art of reasoning. Studies in Philosophy and Education 24(3–4). 277–289. https://doi.org/10.1007/s11217-005-3849-9.Search in Google Scholar
Apel, Karl-Otto. 1995. Charles S. Peirce. From pragmatism to pragmaticism. New Jersey: Humanities Press.Search in Google Scholar
Aristotle. 1991. On rhetoric. Translated, with introduction. Edited by George A. Kennedy. New York: Oxford University Press.Search in Google Scholar
Aristotle. 1992. Poetics. Edited by Richard McKeon. New York: The Modern Library.Search in Google Scholar
Bergman, Mats. 2005. C. S. Peirce’s dialogical conception of sign processes. Studies in Philosophy and Education 24(3–4). 213–233. https://doi.org/10.1007/s11217-005-3845-0.Search in Google Scholar
Bergman, Mats. 2007. The secret of rendering signs effective: The import of C. S. Peirce’s semiotic rhetoric. The Public Journal of Semiotics 1(2). 2–11. https://doi.org/10.37693/pjos.2007.1.8817.Search in Google Scholar
Bergman, Mats. 2013. Fields of rhetoric: Inquiry, communication, and learning. Educational Philosophy and Theory 45(7). 737–754. https://doi.org/10.1111/j.1469-5812.2010.00738.x.Search in Google Scholar
Chiasson, Phyllis. 2001. Peirce and educational philosophy. In Digital encyclopedia of Charles S. Peirce, January. Available at: http://www.digitalpeirce.fee.unicamp.br/educhi.htm (accessed 5 June 2020).Search in Google Scholar
Chiasson, Phyllis. 2005. Peirce’s design for thinking: An embedded philosophy of education. Educational Philosophy and Theory 37(2). 207–226. https://doi.org/10.1111/j.1469-5812.2005.00110.x.Search in Google Scholar
Colapietro, Vincent. 1999. Peirce’s guess at the riddle of rationality: Deliberative imagination as the personal locus of human practice. In Sandra Rosenthal, Carl R. Hausman & Douglas R. Anderson (eds.), Classical American pragmatism. Its contemporary vitality, 15–30. Urbana and Chicago: University of Illinois Press.Search in Google Scholar
Colapietro, Vincent. 2005. Cultivating the arts of inquiry, interpretation, and criticism: A Peircean approach to our educational practices. Studies in Philosophy and Education 24(3–4). 337–366. https://doi.org/10.1007/s11217-005-3856-x.Search in Google Scholar
Colapietro, Vincent. 2007. C. S. Peirce’s rhetorical turn. Transactions of the Charles S. Peirce Society 43(1). 16–52. https://doi.org/10.2979/tra.2007.43.1.16.Search in Google Scholar
Colapietro, Vincent. 2013. Neglected facets of Peirce’s speculative rhetoric. Educational Philosophy and Theory 45(7). 712–736. https://doi.org/10.1111/j.1469-5812.2011.00800.x.Search in Google Scholar
Freadman, Anne. 2004. The machinery of talk. Charles Peirce and the sign hypothesis. Stanford, CA: Stanford University Press.Search in Google Scholar
Garrison, Jim. 2005. Curriculum, critical common-sensism, scholasticism, and the growth of democratic character. Studies in Philosophy and Education 24(3–4). 179–211. https://doi.org/10.1007/s11217-005-3844-1.Search in Google Scholar
Hoffman, Michael H. G. 2006. What is a “semiotic perspective”, and what could it be? Educational Studies in Mathematics 61(1–2). 279–291.10.1007/s10649-006-1456-5Search in Google Scholar
Hoffman, Michael H. G. 2007. Learning from people, things, and signs. Studies in Philosophy and Education 26(3). 185–204.10.1007/s11217-007-9027-5Search in Google Scholar
Kevelson, Roberta. 1984. C. S. Peirce’s speculative rhetoric. Philosophy and Rhetoric 17(1). 16–29.Search in Google Scholar
Legg, Cathy. 2017. Diagrammatic teaching: The role of iconic signs in meaningful pedagogy. In Inna Semetsky (ed.), Edusemiotics. A handbook, 29–25. Singapore: Springer.10.1007/978-981-10-1495-6_3Search in Google Scholar
Liszka, James Jakób. 2000. Peirce’s new rhetoric. Transactions of the Charles S. Peirce Society 36(4). 439–476.Search in Google Scholar
Liszka, James Jakób. 2013. Charles Peirce’s rhetoric and the pedagogy of active learning. Educational Philosophy and Theory 45(7). 781–788. https://doi.org/10.1111/j.1469-5812.2011.00763.x.Search in Google Scholar
Lotman, Yuri. 1991. Universe of the mind. A semiotic theory of culture. Bloomington: Indiana University Press.Search in Google Scholar
Midtgarden, Torjus. 2005. On the prospects of a semiotic theory of learning. Educational Philosophy and Theory 37(2). 239–252. https://doi.org/10.1111/j.1469-5812.2005.00112.x.Search in Google Scholar
Nöth, Winfried. 2010. The semiotics of teaching and the teaching of semiotics. In Inna Semetsky (ed.), Semiotics, education, experience, 1–19. Rotterdam: Sense publishers.10.1163/9789460912252_002Search in Google Scholar
Paavola, Saami & Kai Hakkarainen. 2005. Three abductive solutions to the Meno paradox – with instinct, inference, and distributed cognition. Studies in Philosophy and Education 24(3–4). 235–253. https://doi.org/10.1007/s11217-005-3846-z.Search in Google Scholar
Peirce, Charles Sanders. 1998 [1904]. Ideas, stray and stolen, about scientific writing. In The Peirce Edition Project (ed.), The essential Peirce. Selected philosophical writings, vol. 2 (1893–1913), 325–330. Bloomington, IN: Indiana University Press.Search in Google Scholar
Peirce, Charles Sanders. 1998 [1907]. Pragmatism. In The Peirce Edition Project (ed.), The essential Peirce. Selected philosophical writings, vol. 2 (1893–1913), 398–433. Bloomington, IN: Indiana University Press.10.1524/9783050047331.230Search in Google Scholar
Peirce, Charles Sanders. 1998 [1911]. A sketch of logical critics. In The Peirce Edition Project (ed.), The essential Peirce. Selected philosophical writings, vol. 2 (1893– 1913), 451–462. Bloomington, IN: Indiana University Press.Search in Google Scholar
Peirce, Charles Sanders. 1998 [1903]. Harvard lectures on pragmatism. In The Peirce Edition Project (ed.), The essential Peirce. Selected philosophical writings, vol. 2 (1893–1913), 133–241. Bloomington, IN: Indiana University Press.Search in Google Scholar
Pesce, Sebastién. 2013. From Peirce’s speculative rhetoric to educational rhetoric. Educational Philosophy and Theory 45(7). 755–780. https://doi.org/10.1111/j.1469-5812.2011.00764.x.Search in Google Scholar
Prawat, Richard S. 1999. Dewey, Peirce, and the learning paradox. American Educational Research Journal 36(1). 47–76. https://doi.org/10.3102/00028312036001047.Search in Google Scholar
Ricoeur, Paul. 2003. The rule of metaphor. The creation of meaning in language. London: Routledge.Search in Google Scholar
Santaella-Braga, Louise. 1999. Methodeutics, the liveliest branch of semiotics. Semiotics 124(3–4). 377–395.Search in Google Scholar
Semetsky, Inna. 2005. Peirce’s semiotics, subdoxastic, aboutness, and the paradox of inquiry. Educational Philosophy and Theory 37(2). 227–238. https://doi.org/10.1111/j.1469-5812.2005.00111.x.Search in Google Scholar
Semetsky, Inna (ed.). 2010. Semiotics, education, experience. Rotterdam: Sense publishers.10.1163/9789460912252Search in Google Scholar
Semetsky, Inna (ed.). 2017. Edusemiotics. A handbook. Singapore: Springer.10.1007/978-981-10-1495-6Search in Google Scholar
Short, Thomas Lloyd. 2007. Peirce’s theory of signs. Cambridge: Cambridge University Press.10.1017/CBO9780511498350Search in Google Scholar
Stables, Andrew. 2005. Living and learning as semiotic engagement. A new theory of education. Lewiston: The Edwin Mellen Press.Search in Google Scholar
Stables, Andrew. 2010. Semiosis and the collapse of mind-body dualism. In Inna Semetsky (ed.), Semiotics, education, experience, 21–36. Rotterdam: Sense publishers.10.1163/9789460912252_003Search in Google Scholar
Strand, Torill. 2005a. Peirce on educational beliefs. Studies in Philosophy and Education 24(3–4). 255–276. https://doi.org/10.1007/s11217-005-3848-x.Search in Google Scholar
Strand, Torill. 2005b. Peirce on education: Nurturing the first rule of reason. Studies in Philosophy and Education 24(3–4). 309–316. https://doi.org/10.1007/s11217-005-3852-1.Search in Google Scholar
Strand, Torill. 2013a. Peirce’s new rhetoric. Prospects for educational theory and research. Educational Philosophy and Theory 45(7). 707–711. https://doi.org/10.1080/00131857.2013.809195.Search in Google Scholar
Strand, Torill. 2013b. Peirce’s rhetorical turn. Conceptualising education as semiosis. Educational Philosophy and Theory 45(7). 789–803. https://doi.org/10.1111/j.1469-5812.2011.00837.x.Search in Google Scholar
Strand, Torill. 2014. ‘Experience is our great and only teacher’: A Peircean reading of Wim Wenders’ Wings of Desire. Journal of Philosophy of Education 48(3). 433–445. https://doi.org/10.1111/1467-9752.12084.Search in Google Scholar
Strand, Torill & Cathy Legg. 2019. Peirce and education, an overview. In Michael A. Peters (ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer Nature.10.1007/978-981-287-532-7_571-1Search in Google Scholar
Ventimiglia, Michael. 2005. Three educational orientations: A Peircean perspective on education and the growth of self. Studies in Philosophy and Education 24(3–4). 291–308. https://doi.org/10.1007/s11217-005-3851-2.Search in Google Scholar
© 2020 Walter de Gruyter GmbH, Berlin/Boston