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A Semiotic Model of Learning

Strand, Torill
Journal article; PublishedVersion; Peer reviewed
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Item resctricted until:2022-01-14
2021.A+semiotic+model+of+learning.pdf (254.2Kb)
Year
2021
Permanent link
http://urn.nb.no/URN:NBN:no-85599

CRIStin
1816994

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  • CRIStin høstingsarkiv [16799]
  • Institutt for pedagogikk [1959]
Original version
Chinese Semiotic Studies. 2021, 17 (1), 153-162, DOI: https://doi.org/10.1515/css-2021-0008
Abstract
My ambition with this paper is to throw some light on Charles S. Peirce’s (1839 – 1914) semiotic model of learning. Peirce developed this model in his later writings, where he integrated his phenomenology, pragmatism and semiotics while renewing all three. I start by introducing an analogy on pedagogy used by Peirce in one of his 1903 lectures on phenomenology. Next, I sketch out Peirce’s perspective on the ways in which we learn from experience. In the last section, I map out Peirce’s semiotic model, while indicating some prospects and limitations of a Peircean outlook on the paradoxi-cal attributions of knowledge and learning.
 
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