In Search of a Pedagogy of Change Through the Developmental Teleology of Charles Sanders Peirce.
Peirce's theory of inquiry has long been celebrated for its ability to accommodate dynamicism in thinking and learning. However, his theory presents a challenge to education researchers by questioning the capacity of science to provide universal understandings of learners who are dynamic and evolvin...
| Publicado en: | Transactions of the Charles S. Peirce Society Vol. 54; no. 3; pp. 295 - 320 |
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| Formato: | Artículo |
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Indiana University Press
Summer2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=133736970&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 133736970 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00091774 2HR jtl: Transactions of the Charles S. Peirce Society issn: 00091774 maglogo: N pubinfo: dt: Summer2018 vid: 54 iid: 3 pid: 211 pub: Indiana University Press artinfo: ui: 133736970 10.2979/trancharpeirsoc.54.3.01 ppf: 295 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 544KB tig: atl: In Search of a Pedagogy of Change Through the Developmental Teleology of Charles Sanders Peirce. aug: au: Cashmore, Sarah affil: University of Toronto su: Peirce, Charles S. (Charles Sanders), 1839-1914 Teleology Educational planning Natural law Philosophy of mind Educational psychology Philosophy of education sug: subj: Peirce, Charles S. (Charles Sanders), 1839-1914 Teleology Educational planning Natural law Philosophy of mind Educational psychology Philosophy of education keyword: Chance Charles S. Peirce Developmental Psychology Developmental Teleology Educational Psychology Philosophy of Education Philosophy of Mind Philosophy of Science ab: Peirce's theory of inquiry has long been celebrated for its ability to accommodate dynamicism in thinking and learning. However, his theory presents a challenge to education researchers by questioning the capacity of science to provide universal understandings of learners who are dynamic and evolving. I argue that effective models of educational development should acknowledge ongoing variation in growing beings and incorporate its relevance into scientific models of understanding, and I present Peirce's developmental teleology as a valuable framework toward this goal. Accepting a developmental teleology has two prominent implications for educational science: first, it calls for an eliminative, rather than accumulative, approach to natural law, and second, it reorients the causal structure of natural law to stem from chance rather than fully relying on mechanistic principles to explain growth. A departure from strict mechanism better positions educational researchers to evolve in their inquiry, strengthens the personal agency of all educational stakeholders, and expands the ability of educators to celebrate learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Transactions of the Charles S. Peirce Society is the property of Indiana University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Transactions of the Charles S. Peirce Society holder: Indiana University Press dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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