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A semiotic model of learning

Torill Strand
From the journal Chinese Semiotic Studies

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 paradoxical attributions of knowledge and learning.


Corresponding author: Torill Strand, Department of Education, University of Oslo, Oslo, Norway, e-mail:

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Published Online: 2021-01-14
Published in Print: 2021-02-23

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