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  1. Students are not inferential-misfits: Naturalising logic in the science classroom.Joseph Paul Ferguson - 2019 - Educational Philosophy and Theory 51 (8):852-865.
    Currently, there is a focus in science education on preparing students for lives as innovative and resilient citizens of the twenty-first century. Key to this is providing students with opportunities, mainly through inquiry processes, for discovery making and developing their creative reasoning by bringing school science closer to authentic science. I propose, building on the work of Woods, Magnani and the authors of a 2005 special issue of Educational Philosophy and Theory on Peirce, that these efforts can be advanced through (...)
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  • Peirce and Aesthetic Education.Juliana Acosta López de Mesa - 2018 - Journal of Philosophy of Education 52 (2):246-261.
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  • Modelling Aesthetic Judgment: An Interactive-semiotic Perspective.Ioannis Xenakis, Argyris Arnellos, Thomas Spyrou & John Darzentas - 2012 - Cybernetics and Human Knowing 19 (3).
    Aesthetic experience, as a cognitive activity is a fundamental part of the interaction process in which an agent attempts to interpret his/her environment in order to support the fundamental process of decision making. Proposing a four-level interactive model, we underline and indicate the functions that provide the operations of aesthetic experience and, by extension, of aesthetic judgment. Particularly in this paper, we suggest an integration of the fundamental Peircean semiotic parameters and their related levels of semiotic organization with the proposed (...)
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