Argues that the path to the good life does not consist in working toward some abstract concept of the good, but rather by ameliorating the problems of the practices and institutions that make up our practical life.

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 (...) a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production. (shrink)

Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce Using Peirce’s theory of formal rhetoric, I try to show that Peirce’s philosophy of education, when fully understood, is aligned with Dewey’s pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce’s rhetoric, as one part of his logical or semiotic theory, argues that reasoning (...) alone is not sufficient to gain knowledge, but that it must be embedded within a community of inquiry, of a certain sort. Applying this to the classroom, I argue that we, as teachers, should endeavor to create the features of a proper community of inquiry in the classroom, one that emphasizes engagement of the students in doing research rather than passively receiving information about its results. (shrink)

ABSTRACTIn this article I propose to interpret Austin's conception of perlocution in light of Peirce's philosophy of signs, through the lens of his notions of thirdness and speculative rhetoric in particular. I suggest that the traditional notion of speech genre, examined within the context of Peirce's semiotic framework, can make sense of the regularities and predictability that are characteristic of a large part of our discursive practices. More specifically, I argue that crystallized “habits of interpretation,” correlated to purposeful speech genres (...) instantiated in given circumstances of enunciation, could be construed as predetermining the range of future interpretive conduct. In that perspective, this process of determination could be thus conceived as relatively predictable, at least for communication situations activating well-defined speech genres. In the end, I suggest that Peirce's conception of rhetoric draws attention to the necessarily constrained interpretive habits of our discursive life, yielding an original perspective on the notion of perlocution. (shrink)

Journal Name: Semiotica Issue: Ahead of print.