Abstract
Drawing on Peirce’s later as well as his early formulation of pragmatism, I show in this article how Peirce’s definition of the purpose of a university can be reformulated in terms of his semiotic pragmatism. The abstract educational principles appealed to in the definition may thus be rephrased in terms of our pre-spesialized capacities for learning and communication.
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References
Peirce, C.S. (1966). Values in an universe of chance: Selected writings of Charles Sanders Peirce (1839–1914). P.P. Wiener (Ed). New York: Dover Publication
Peirce, C.S. (1931–1958). Collected Papers, 8 vols. C. Hartsthorne and P. Weiss (Vols. 1–6) (eds) and A. Burks (Vols. 7–8) (ed). Cambridge, Mass: Harvard University Press. The volume and paragraph number, separated by a point, follows CP references
Peirce, C.S. (1976). The new elements of mathematics, 4 vols. C. Eisele (ed). The Hague: Mouton Publishers. The volume and page number, separated by colon, follows NEM references
Peirce, C.S. (1992–1998). The essential Peirce: Selected philosophical writings, 2 vols. N. Houser and C. Kloesel (Vol. 1) (eds), and The Peirce Edition Project (Vol. 2). Bloomington: Indiana University Press. The volume and page number, separated by a colon, follows EP references
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Midtgarden, T. Peirce on Education: Pragmatism and Peirce’s Definition of the Purpose of a University. Stud Philos Educ 24, 327–335 (2005). https://doi.org/10.1007/s11217-005-3855-y
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DOI: https://doi.org/10.1007/s11217-005-3855-y