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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 7 Diagrammatic Reasoning and Learning


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Diagrammatic Reasoning and Learning

In Chapter 2 (section D) Peirce’s idea of diagrammatic reasoning and the hypoicon sign types have been introduced. Hypoicons are pure Icons, describing a Representamen’s Iconicity. They are divided into Images (simple qualities), Diagrams (relations of qualities) and Metaphors (parallelism of qualities in something else). The peculiarity of diagrams consists in that they signify by the similarities between the parts and the whole, as well as among the parts. Stjernfelt, in Diagrammatology (2007), his work focused on the semiotic concept of diagram, explained that the peculiarity of the diagrammatic Icon stands in it being constituted of rational relations:

The diagram is a skeleton-like sketch of its object in terms of relations between its parts, but what makes it apt to reason with, to experiment on, respectively, is the fact that it is constructed from rational relations. (p. 94)

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