Knowing Truth: Peirce's Epistemology in an Educational Context

Autor/in	McCarthy, Christine L.
Titel	Knowing Truth: Peirce's Epistemology in an Educational Context
Quelle	In: Educational Philosophy and Theory, 37 (2005) 2, S.157-176 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2005.00107.x
Schlagwörter	Epistemology; Theories; Relevance (Education); Educational Practices; Realism; Context Effect + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Theory; Theorie; Relevance; Relevanz; Bildungspraxis; Realismus
Abstract	In this paper I examine Peirce's epistemological and ontological theories and indicate their relevance to educational practice. I argue that Peirce's conception of Firsts, Seconds and Thirds entails a fundamental ontological realism. I further argue that Peirce does have a theory of truth, that it is a particular non-traditional "correspondence" theory, consistent with, and implicit in, an over-arching position of pragmatic realism. Peirce's epistemological position is subject to misinterpretation when the ontological realism on which it rests is overlooked. Finally I suggest that such a re-consideration of Peirce's pragmatic ontology and epistemology in an educational context is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10