Charles Peirce’s Rhetoric and the Pedagogy of Active Learning

Bibliographic Data

ID18974016
AuthorsJames Jakob Liszka (0000-0003-1929-3993, University of Alaska Anchorage, corresponding author), James Liszka
Year2013
Volume45
Issue7
Pages781-788
Publication date2013-07-01
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1111/j.1469-5812.2011.00763.x
OpenAlexW2012288010
LanguageEN
Citations received5
References cited11

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

Discourse community · Education theory · Epistemology · Experiential learning · Higher education · Linguistics · Pedagogy · Philosophy of education · Political science · Pragmatism · Rhetoric · Semiotics · Sociology · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Law · Philosophy · Pragmatism in Philosophy and Education

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