This paper explores the ways in which the later semeiotic of Charles Sanders Peirce may offer a new way of theorising the dynamics of knowledge and learning within a globalised world of change. In the first section of the paper I outline Peirce s semeiotic as a theory of educational processes. Next, I demonstrate how Peirce s later semeiotic contributes to a richer conception of the dynamics of knowledge and learning, as he after his rhetorical turn established an explicit connection between his phenomenology, pragmatism and semeiotic. In the third section I sum up the prospects of Peirce s new rhetoric as a productive model of the dynamics of knowledge and learning within contemporary symbolic economies and knowledge societies.
This article was originally published as Torill Strand, “C.S. Peirce’s Rhetorical Turn: Prospects for Educational Theory and Research,” in Philosophy of Education 2010, ed. Gert Biesta (Urbana, Illinois: Philosophy of Education Society, 2010). Posted here by permission of the Philosophy of Education Society.