In Search of a Pedagogy of Change Through the Developmental Teleology of Charles Sanders Peirce

Bibliographic Data

ID8903110
AuthorsSarah Cashmore (corresponding author), Sarah Cashmore Sarah Cashmore
Year2018
Volume54
Issue3
Pages295-295
Publication date2018-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTransactions of the Charles S Peirce Society (JOURNAL)
Journal identifiersISSN: 0009-1774 • E-ISSN: 1558-9587
PublisherIndiana University Press (PUBLISHER • US)
DOI10.2979/trancharpeirsoc.54.3.01
OpenAlexW2908247284
LanguageEN
References cited14

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

Cognitive science · Epistemology · Sociology · Teleology · Education and Critical Thinking Development · Education Methods and Practices · Philosophy · Pragmatism in Philosophy and Education · Psychology

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