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  1. Habit in Semiosis: Two Different Perspectives Based on Hierarchical Multi-level System Modeling and Niche Construction Theory.Pedro Ata & Joao Queiroz - 2016 - In West D. Anderson M. & West Donna (eds.), Consensus on Peirce’s Concept of Habit. Springer. pp. 109-119.
    Habit in semiosis can be modeled both as a macro-level in a hierarchical multi-level system where it functions as boundary conditions for emergence of semiosis, and as a cognitive niche produced by an ecologically-inherited environment of cognitive artifacts. According to the first perspective, semiosis is modeled in terms of a multilayered system, with micro functional entities at the lower-level and with higher-level processes being mereologically composed of these lower-level entities. According to the second perspective, habits are embedded in ecologically-inherited environments (...)
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  • Peirce’s philosophy of communication and language communication.Deping Lu - 2019 - Semiotica 2019 (230):407-423.
    In the vein of Peirce’s communication philosophy, language communication inevitably suffers from its vagueness and uncertainty. Paradoxically, what enables this vagueness and uncertainty to be solved, and the condition of communication to be sufficiently met, is not language itself, but “collateral experience” communicators may weave, exchange, and share in communication. Collateral experience is forceful in penetrating the “universe,” in which communicators may be engaged, and in helping them in the wake of communication to acquire knowledge current in the community. Consequently, (...)
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  • Using Peircean abduction to understand teacher mentoring.Cathal de Paor - 2023 - Educational Philosophy and Theory 55 (1):89-99.
    Lesson observation is frequently used in teacher induction programmes to support newly-qualified teachers in their reflection and classroom enquiry. This article uses an elaboration of Peirce’s abduction to illustrate how the post-observation conversation supports a teacher’s reflection on her teaching, and in particular, her teaching of language to young children. It shows that abduction involves an expert-like intuition, where the interaction and co-enquiry with the advisor was crucial. The analytical framework used is based on six modes of abductive reasoning or (...)
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  • A dialogical semiosis of traveling narratives for self-interpretation: Towards activity-semiotics.Yunhee Lee - 2018 - Semiotica 2018 (225):185-196.
    Name der Zeitschrift: Semiotica Jahrgang: 2018 Heft: 225 Seiten: 185-196.
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  • On the linguistic expression of subjectivity: Towards a sign-centered approach.Barbara Sonnenhauser - 2008 - Semiotica 2008 (172):323-337.
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  • ‘Experience is Our Great and Only Teacher’: A Peircean Reading of Wim Wenders'Wings of Desire.Torill Strand - 2014 - Journal of Philosophy of Education 48 (3):433-445.
    Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is (...)
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  • Peirce’s Rhetorical Turn: Conceptualizing education as semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
    The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up towards (...)
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  • (1 other version)Fundamentos Comuns e Propósitos Compartilhados: Sobre Alguns Ingredientes Pragmáticos da Comunicação.Mats Bergman - 2007 - Cognitio 8 (1):23-44.
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