Peirce and Aesthetic Education

Abstract

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.

Interdisciplinary aesthetics when science and drama are linked

“…In advocating a broader repertoire of representations in school science, we noted gains in student learning above expectations (Tytler et al, 2013). Oher studies indicate how students' aesthetic responses productively influence science learning (Jakobson and Wickman, 2015;de Mesa, 2018;Tytler et al, 2020). Interdisciplinary art-science learning sequences show the distinct but overlapping and mutually reinforcing disciplinary aesthetics (Tytler et al, 2020;.…”

Decentralized Internet-based calligraphy education leads the internal development of aesthetic education in schools

“…Aesthetic education also allows college students to deepen their cognition of life and society and strengthen their ability to distinguish right from wrong, beauty from ugliness, and good from evil. Aesthetic education is softer compared with other courses, pursuing students' education to actively receive aesthetics subtly, cultivating their noble moral and aesthetic sentiments, and obtaining spiritual aesthetic satisfaction [7][8]. Thus, it can be seen that aesthetic education is an important part of moral education work in colleges and universities, which can enhance people's aesthetic connotation and cultivate moral sentiments, and students can also get spiritual purification and enrich their life interests in the process of pursuing beauty [9][10].…”

Application of Big data connection processing technology in the construction of an online aesthetic education platform

“…The purpose of aesthetic education is to strengthen students' aesthetics, enhance their humanistic qualities, and establish correct aesthetic values. The literature [12] discusses Peirce's reflections in his open-ended philosophical system, for the subject of education, which can use normative science, aesthetics, ethics, and logic to achieve openness in the subject of education, i.e. to achieve aesthetic education under pragmatism.…”