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  1. Transition, Action and Education: Redirecting Pragmatist Philosophy of Education.Colin Koopman & Darren Garside - 2019 - Journal of Philosophy of Education 53 (4):734-747.
    Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...)
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  • Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions.Alin Olteanu, Maria Kambouri & Andrew Stables - 2016 - Studies in Philosophy and Education 35 (6):621-640.
    This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism (...)
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