Abstract
Peirce Section editor, Cary Campbell introduces a series of three commissioned articles. Together, they serve to present and contextualize the broad relevance of Peirce’s philosophy and semiotics for the contemporary study of learning. Some key Peircean ideas and context are touched on, such as: the transdisciplinary nature of Peirce research and its connections to learning theory and education; an account of “Peirce as teacher” and Peirce’s own relationship to pedagogical topics; the broad significance of understanding learning-as-semiosis; and the importance of synechism (Peirce’s doctrine of continuity) for research into learning and education.
About the author
Cary Campbell (b. 1990) is an instructor at Simon Fraser University and a researcher for The Group Multimodal Research Society. His research is mostly on developing ecologically informed approaches for learning theory and pedagogy. Recent publications include “Returning ‘learning’ to education: Toward an ecological conception of learning and teaching” (2018) and the co-written “Learning and knowing as semiosis: Extending the conceptual apparatus of semiotics” (2019). Campbell also teaches music and plays guitar in several music projects.
References
Biesta, Gert. 2016 [2013]. The beautiful risk of education. Abingdon: Routledge.10.4324/9781315635866Search in Google Scholar
Campbell, Cary. 2018. Returning “learning” to education: Toward an ecological conception of learning and teaching. Sign Systems Studies 46(4). 538–568. https://doi.org/10.12697/sss.2018.46.4.07.Search in Google Scholar
Campbell, Cary. 2019. Introduction to the 2019 Peirce section. Chinese Semiotic Studies 15(1). 119–123. https://doi.org/10.1515/css-2019-0007.Search in Google Scholar
Campbell, Cary (ed.). 2020. Introduction to the 2020 Peirce section. Chinese Semiotic Studies 16(1). 145–154.10.1515/css-2020-0007Search in Google Scholar
Campbell, Cary, Alin Olteanu & Kalevi Kull. 2019. Learning and knowing as semiosis: Extending the conceptual apparatus of semiotics. Sign Systems Studies 47(3/4). 352–381.10.12697/SSS.2019.47.3-4.01Search in Google Scholar
Campbell, Cary, Alin Olteanu & Sebastian Feil. 2021. Peircean anti-psychologism and learning theory. Chinese Semiotic Studies 17(1). 175–197.10.1515/css-2021-0010Search in Google Scholar
Cunningham, Donald J. 1998. Cognition as semiosis: The role of inference. Theory & Psychology 8(6). 827–840. https://doi.org/10.1177/0959354398086006.Search in Google Scholar
Eco, Umberto. 1976. A theory of semiotics. Bloomington: Indiana University Press.10.1007/978-1-349-15849-2Search in Google Scholar
Eco, Umberto. 1979. The role of the reader: Explorations in the semiotics of texts. Bloomington: Indiana University Press.Search in Google Scholar
Eco, Umberto. 2000 [1997]. Kant and the platypus: Essays on language and cognition. New York: Harcourt Brace.Search in Google Scholar
Esposito, Joseph. 2005. Synechism: The keystone of Peirce’s metaphysics. In Mats Bergman & João Queiroz (eds.), The Commens encyclopedia: The digital encyclopedia of Peirce Studies, New Edn. Pub. 130510-1417a. Available at: http://www.commens.org/encyclopedia/article/esposito-joseph-synechism-keystone-peirce%E2%80%99s-metaphysics (accessed 28 May 2020).Search in Google Scholar
Fernández, Eliseo. 2019a. From tendencies to purposes. Chinese Semiotic Studies 15(1). 139–151. https://doi.org/10.1515/css-2019-0009.Search in Google Scholar
Fernández, Eliseo. 2019b. Habit and generalization. Chinese Semiotic Studies 15(1). 153–163. https://doi.org/10.1515/css-2019-0010.Search in Google Scholar
Gough, Stephen & A. Stables. 2012. Interpretation as adaptation: Education for survival in uncertain times. Curriculum Inquiry 42(3). 368–385. https://doi.org/10.1111/j.1467-873x.2012.00595.x.Search in Google Scholar
Jastrow, Joseph. 1916. Charles S. Peirce as a teacher. The Journal of Philosophy, Psychology and Scientific Methods 13(26). 723–726. https://doi.org/10.2307/2012322.Search in Google Scholar
Keeler, Mary. 2020a. The hidden treasure of CS Peirce’s manuscripts. Chinese Semiotic Studies 16(1). 155–166. https://doi.org/10.1515/css-2020-0008.Search in Google Scholar
Keeler, Mary. 2020b. Pragmatically Improving access to Peirce’s archive. Chinese Semiotic Studies 16(1). 167–187. https://doi.org/10.1515/css-2020-0009.Search in Google Scholar
Kull, Kalevi. 2020. Semiotic fitting and the nativeness of community. Biosemiotics 13. 9–19. https://doi.org/10.1007/s12304-020-09375-y.Search in Google Scholar
Legg, Catherine. 2017. “Diagrammatic teaching”: The role of iconic signs in meaningful pedagogy. In Inna Semetsky (ed.), Edusemiotics – A handbook, 29–45. Singapore: Springer.10.1007/978-981-10-1495-6_3Search in Google Scholar
Nöth, Winfried, Alexandre Quaresma & Cary Campbell. 2018. From Plato to Peirce, an interview with Winfried Nöth. Philosophasters. Available at: https://philosophasters.org/blog/2018/8/13/from-plato-to-peirce-an-interview-with-winfried-noth (accessed 14 June 2020).Search in Google Scholar
Nöth, Winfried. 2021. Peirce on learning and teaching. Chinese Semiotic Studies 17(1). 163–174.10.1515/css-2021-0009Search in Google Scholar
Olteanu, Alin & Cary Campbell. 2018. A short introduction to edusemiotics. Chinese Semiotic Studies 14(2). 245–260. https://doi.org/10.1515/css-2018-0015.Search in Google Scholar
Olteanu, Alin & Cary Campbell. 2019. Education, signs, and the history of ideas. Chinese Semiotic Studies 15(2). 275–288. https://doi.org/10.1515/css-2019-0017.Search in Google Scholar
Olteanu, Alin & Andrew Stables (eds.). 2018. Learning and adaptation: Semiotic perspectives. Sign Systems Studies 46(4). 409–434.10.12697/SSS.2018.46.4.01Search in Google Scholar
Pearson, Charls. 2018. In memoriam: Eliseo Fernández. Chinese Semiotic Studies 14(4). 393–418. https://doi.org/10.1515/css-2018-0023.Search in Google Scholar
Peirce, Charles S. 1931–1966. Collected papers of Charles Sanders Peirce. Edited by Charles Hartshorne, Paul Weiss & Arthur W Burks. Cambridge, MA: Belknap. [References to collected papers—CP followed by volume and paragraph—are in accordance with common practice].Search in Google Scholar
Sebeok, Thomas & Marcel Danesi. 2000. The forms of meaning: Modeling systems theory and semiotic analysis, vol. 1. Berlin: Walter de Gruyter.10.1515/9783110816143Search in Google Scholar
Semetsky, Inna (ed.). 2017. Edusemiotics – A handbook. Singapore: Springer.10.1007/978-981-10-1495-6Search in Google Scholar
Shank, Gary. 1998. The extraordinary ordinary powers of abductive reasoning. Theory & Psychology 8(6). 841–860. https://doi.org/10.1177/0959354398086007.Search in Google Scholar
Stables, Andrew. 2019a. Semiotics and transitionalist pragmatism. Journal of Philosophy of Education 53(4). 773–787. https://doi.org/10.1111/1467-9752.12402.Search in Google Scholar
Stables, Andrew. 2019b. New localism: Living in the here and now. Cham: Springer.10.1007/978-3-030-21579-8Search in Google Scholar
Stables, Andrew & Inna Semetsky. 2015. Edusemiotics: Semiotic philosophy as educational foundation. London: Routledge.10.4324/9781315851860Search in Google Scholar
Stables, Andrew, Winfried Nöth, Alin Olteanu, Sébastien Pesce & Eetu Pikkarainen. 2018. Semiotic theory of learning: New perspectives in the philosophy of education. Abingdon: Routledge.10.4324/9781315182438Search in Google Scholar
Strand, Torill. 2013. Peirce’s rhetorical turn: Conceptualizing 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. 2021. A semiotic model of learning. Chinese Semiotic Studies 17(1). 153–162.10.1515/css-2021-0008Search in Google Scholar
Strand, Torill & Catherine Legg. 2019. Peirce and education: An overview. In Michael A. Peters (ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer. Available at: https://philarchive.org/archive/LEGPAE (accessed 28 May 2020).10.1007/978-981-287-532-7_571-1Search in Google Scholar
© 2020 Walter de Gruyter GmbH, Berlin/Boston
