A Cosmology of Learning and Loving
Grounded within an edusemiotics framework and also exploring the iconic turn in semiotics and recent developments in biosemiotics, this is the first book-length study of Peirce’s contribution to the philosophy of education.
Chapter 5 Suprasubjective Being and Suprasubjective Learning
| 123 →
Suprasubjective Being and Suprasubjective Learning
In this chapter I investigate the educational implications of a suprasubjective philosophy, such as the semiotics of Peirce is. I shall explain what suprasubjective reality is and what are the advantages and implications of a philosophy of suprasubjectivity for education. In Chapter 3 I explained that the account of learning as a suprasubjective phenomenon, since learning is semiosis (Stables 2006), is not an empiricist or pragmatic (in the Jamesian sense) account of learning. This chapter explores what the implications for learning are if experience is suprasubjective. This will help in realizing where a Peircean Theory of Education stands within contemporary philosophy.
A. Suprasubjective being: non-dualist philosophy
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.