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 8 Agapic Learning
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Science has been presented as a result and stage of evolution (Chapter 1) having as a main symptom an incessant state of metabolism growth (CP 1.232 in Chapter 4). Following this understanding of science I here explain that according to Peirce any growth, of which science is one of the best examples, is only possible due to self-giving love for the other. This conclusion is the immediate result of applying Peirce’s theory of evolution to education. Peirce’s theory of evolution has to be the ground for a Peircean Theory of Learning, since learning is understood as growth (evolution) per excellence.
Peirce did not develop a theory of strictly biological evolution, but generally of cosmological evolution. As such, the principles of cosmological evolution are continuously inherited in biological and cultural evolution. Also, this evolution does not imply a transition from “lesser” life forms to “better” ones, but an evolution of signification, an expansion of the web of signs. As a growth of signification, evolution is not mono-directional and arborescent, but it is circular (or spherical) spreading in an infinity of directions (using Deleuze’s term, evolution is rhizomatic). A less evolved species is not by any means worse than a more evolved one; it is simply different. More evolved is, actually, a clumsy way of expressing an evolution of signification that is closer to the Argument; nevertheless, it is still, at all times, infinitely distant from grasping Truth in...
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