From Peirce’s Speculative Rhetoric to Educational Rhetoric

Pesce, Sébastien

doi:10.1111/j.1469-5812.2011.00764.x

Cited by 9 publications

(1 citation statement)

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“…It is commonly accepted that Peirce did not have an explicit and structured theory of education, but some of his short and scattered reflections on the subject, along with the analysis of his theory of knowledge are important sources for addressing and criticising our conceptions of education (Pesce, ; Smith, ). However, since Peirce's approaches to education are scattered, the material provided by this research is by definition rather limited for more specific purposes.…”

Section: Introductionmentioning

confidence: 99%

Peirce and Aesthetic Education

Mesa¹

2018

Journal of Philosophy of Education

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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.

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Section: Introductionmentioning

confidence: 99%