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1.
In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions of and interaction between doubt and belief, and his four methods of resolving or ‘fixing’ belief (i.e., tenacity, authority, a priori, and experimentation). The four methods are then juxtaposed against current models of teaching and learning such as constructivism, schema theory, situated cognition, and inquiry learning. Finally, we discuss Peirce's modes of inference as they relate educationally to the resolution of doubt and beliefs and offer an example of belief resolution from an experienced teacher in a professional development environment.  相似文献   

2.
This paper explores the semiotics of Charles Peirce in relation to Colin Koopman's advocacy for a new wave of pragmatism, which he terms transitionalism. Presenting both similarities and differences between these two, the main point is that Peirce's semiotics fits the general idea of a transitionalist, as contrasted to substantialist, philosophy, even though Koopman explicitly excludes this possibility. This is argued both on the grounds of Peirce's own writings and in view of recent, post‐Peircean developments, particularly in semiotics, which highlight certain possibilities of Peirce's pragmatism. Overall, Peirce's concept of the sign as the tool of a relational logic that explicates the transition from hypothesis to conclusion recommends Peirce's pragmatism as avant‐garde for its time and justifies its labelling as transitionalist pragmatism. Some implications for education are identified along the development of the argument.  相似文献   

3.
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 this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre‐conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions.  相似文献   

4.
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 our great and only teacher’. In his 1903 Harvard lectures, Peirce placed phenomenology at the heart of his philosophy, while outlining a notion of ‘experience’ that clearly integrates his semiotics, phenomenology and pragmatism. To Peirce, experience is a ‘brutally produced conscious effect’ that comes ‘out of practice’ and is a ‘forcible modification of our ways of thinking’. But as this modification is generated by the actions and flows of signs, it is pertinent to read Peirce's notion of experience in relation to his notion of semiosis. Consequently, a Peircean reading of Wings of Desire not only helps to explore how experience teaches, but also the ways in which the rudeness of experience cannot be fully understood without considering the sign's action.  相似文献   

5.
Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities (qualification, analysis, and interpretation), can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning.  相似文献   

6.
Charles Sanders Peirce did not present a full account of a philosophy of education in his open‐ended conception of a philosophical system. However, he did have multiple and scattered reflections on the subject that can be used for addressing and criticising our conceptions of education. This article has been conceived as part of a broader project that aims to make a phenomenological approach to the subject of education and that tries to undercover the main features of how education can be undertaken and understood according to Peirce's categoriology. As I see it, this can be done by conceiving an education applied to Peirce´s normative sciences, aesthetics, ethics and logic. The present text will address the first part of this project, that is, the possibility of conceiving a pragmaticistic aesthetic education, which, in my point of view could and should work as base and framework of any kind of pedagogical endeavour.  相似文献   

7.
This introduction to my Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind begins with a disturbing puzzle. Immanuel Kant is one of the most significant thinkers of modern times, with unrivalled influence, but he receives a great deal of criticism in educational theory. The widespread, supposedly ‘Kantian’ picture – according to which mind structures or makes sense of experience and imposes its meaning and maxims – is frequently disparaged for its alleged dualisms, intellectualism and disembodied mind, detached from real life. But this ‘Kantian’ Kant stands in sharp contrast to the Kant to be found in more careful exegesis and contemporary work in the philosophy of mind and epistemology. By contrasting interpretations of some of Kant's central terms and insights, the chapters that follow seek to show that Kant can be understood in an altogether different and more valuable way. Exploring Kant's philosophy is at the same time delving into different ideas about knowledge and concepts, about rationality, about what it means to be minded and to be human, and about the role of education in these. This introduction gives a taste of Kant's status in educational theory. It lays the way for the argument that his conception of mind, as a capacity for knowledge, can be read as embodied and his idea of the human subject understood as embedded and engaged in everyday life.  相似文献   

8.
In this essay, Russell G. Moses argues that Charles Sanders Peirce's article “Evolutionary Love” establishes a general normative framework for a logic of evolutionary, progressive imagination that can be used to elucidate an evolutionary continuity between the normative works of Jane Addams, John Dewey, and Alain Locke. This exercise contributes to an understanding of pragmatism as a philosophy that seizes insights from evolution in order to normatively reconstruct dynamic meanings of truth, reality, ethics, politics, and art. In a dynamic model of progressive evolution — one homologous to the Golden Rule of “love your neighbor” — we find a normative cosmology that animates the moral imagination of philosophy toward what Addams called “democracy and social ethics.” Moses concludes that in the Peircean model, together with subsequent developments, we may ultimately apprehend that evolution suggests a general form of development that may be hypothesized as a worthy normative guide for universal progressive education.  相似文献   

9.
In this paper I examine Peirce's epistemological and ontological theories and indicate their relevance to educational practice. I argue that Peirces conception of Firsts, Seconds and Thirds entails a fundamental ontological realism. I further argue that Peirce does have a theory of truth, that it is a particular non‐traditional ‘correspondence’ theory, consistent with, and implicit in, an over‐arching position of pragmatic realism. Peirce's epistemological position is subject to misinterpretation when the ontological realism on which it rests is overlooked. Finally I suggest that such a re‐consideration of Peirce's pragmatic ontology and epistemology in an educational context is needed.  相似文献   

10.
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.  相似文献   

11.
《易经》是我国古代经典之一,历代学者对其的解释形成了易学传统.《先后天八卦位次辨》是梅文鼎阐述易学思想的两篇文章,成文于其学术生涯的早期.在文章中,梅文鼎认为先天八卦与后天八卦既存在统一又具有区别,同时指出先天之学属于“心学”范畴,但他提出的“心学”与中国思想史中的陆王心学不同.这两篇文章展示出梅文鼎的易学思想,与其历算思想存在一定关联.  相似文献   

12.
唐君毅思想可以心灵哲学命名之,其主要内容有三个方面:首先,以心灵的超越本性为基本认定的道德主义;其次,心灵超越性的现实化历程所构成的人文主义;最后,精神生命贯通流行的心灵境界论.他把心灵的超越本性建基于日常经验之上,使之成为价值和意义世界的生成根源,消除了传统的形而上性质,且没有轻率肯定人的普遍本性,又解消了价值和事实、道德理性和科学理性之间的对立关系,同时还避免了西方哲学所内含的主客体间的困境,是对中国传统思想和西方哲学理论的创造性发展.  相似文献   

13.
文章通过讨论熊十力对传统哲学中“心”的概念的调整、转换及其对相关问题的检讨、扬弃的示例,揭示其新儒学的特质。借由熊十力对传统的“心”的概念的多重解析,我们可以看到他基本沿着心学一系的路线重构其体系,从而彰示出重要的意义。  相似文献   

14.
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15.
While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures.  相似文献   

16.
This paper examines David Bakhurst's attempt to provide a picture of ‘the kinds of beings we are’ that is ‘more realistic’ than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's engagement with phenomenology and, more specifically, Hubert Dreyfus—who enters Bakhurst's horizon on account of his inheritance of the philosophy of John McDowell. Whilst I recognise that Bakhurst's encounter with Dreyfus demonstrates his achievements—over rationalism and over Dreyfus—I also suggest that it opens up certain questions that remain to be asked of his position on account of its conceptualism. These questions originate, not from a Dreyfusian phenomenological perspective, but from the post‐phenomenological perspective of Jacques Derrida. Through appealing to key Derridean tropes, I aim to show why the conceptual idiom Bakhurst retains may hold us back from understanding the open nature of human thought. I end by considering what therefore needs to come—and what needs to be let go—in order to best do justice to the ‘kinds of beings we are’.  相似文献   

17.
直觉作为哲学的方法有两层涵义：纯感性直觉和心灵直觉。唐君毅在＂两类九种＂直觉论的基础上,提出了包含纯感性直觉和心灵直觉在内的八种哲学方法综摄会通的哲学方法论。唐君毅用超越和批判的眼光看到了科学和理智的弊端,将＂心灵直觉＂即＂超越的反省法＂看作其哲学方法论基础,＂心灵直觉＂与其心本体论哲学体系一脉相承,具有密不可分的内在联系。  相似文献   

18.
In several of his papers, Charles S. Peirce illustrates processes of interpreting and understanding signs by examples from second language vocabulary teaching and learning. The insights conveyed by means of these little pedagogical scenarios are not meant as contributions to the psychology of second language learning, but they aim at elucidating fundamental semiotic implications of knowledge acquisition in general. Peirce's semiotic premise that a well‐understood sign is one that represents an object and creates an interpretant is essential to the understanding of how new words and signs in general can be taught and learned. The article argues that Peirce's theory of the object of the sign, especially of the necessity of collateral experience of the object of a sign, can help to understand the riddle posed by of the Meno paradox of the impossibility of learning what we do not yet know. It examines the semiotic implications of the didactic methods of teaching and learning through translation, ostension, mental and real images, as well as metacognition, and it shows how icons, indices, and symbols are essential to learning new words.  相似文献   

19.
Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.  相似文献   

20.
Jean Piaget has surpassed most of his scientific contemporaries in influence, significance and productivity. Two questions of pedagogical interest can be asked: How did the boy Jean Piaget, with his peculiar interest in philosophy, become such an outstanding scientist, and what was the role of his teachers in this respect? Piaget's way into science demonstrates that personal ability, drive and creativity can be more important factors in the development of a young scientist than special fostering at school.  相似文献   

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