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Philosophy of Education in the Semiotics of Charles Peirce

A Cosmology of Learning and Loving

Alin Olteanu

This book investigates the philosophy of education implicit in the semiotics of Charles Peirce. It is commonly accepted that the acts of learning and teaching imply affection of some sort, and Charles Peirce’s evolutionary semiotics thoroughly explains learning as an act of love. According to Peirce, we evolved to learn and to love; learning from other people has proved to be one of the best ways to carry out our infinite pursuit of truth, since love is the very characteristic of truth. As such, the teacher and the student practise love in their relation with one another.
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.
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Chapter 5 Suprasubjective Being and Suprasubjective Learning

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CHAPTER 5

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

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