Studies in Philosophy and Education

, Volume 24, Issue 3, pp 213–233

C. S. Peirce’s Dialogical Conception of Sign Processes

Authors

    • Department of PhilosophyUniversity of Helsinki
Article

DOI: 10.1007/s11217-005-3845-0

Cite this article as:
Bergman, M. Stud Philos Educ (2005) 24: 213. doi:10.1007/s11217-005-3845-0

Abstract

This article examines the contention that the central concepts of C. S. Peirce’s semeiotic are inherently communicational. It is argued that the Peircean approach avoids the pitfalls of objectivism and constructivism, rendering the sign-user neither a passive recipient nor an omnipotent creator of meaning. Consequently, semeiotic may serve as a useful general framework for studies of learning processes.

Keywords:

communication dialogue learning Peirce semiosis sign

Copyright information

© Springer 2005