汉语字形象似性和英语词形象似性对比

语言文字的形态受多种外在及内在因素的影响,如认知的、语用的、语义的,等等。文字形态象似性并非是指文字形态象镜子一样呈现现实事物,文字形态象似性其实是人们认知和内化外在世界是所表现出来的特点。英语单词词形象似性是语言学家从字母或字母组合的发音特征、发音器官状态、发音机制等方面感知、探究出来的。这样的象似性是很模糊和抽象的,和汉字象似性的直观和生动形成鲜明对照。汉字字形所蕴含的象似性有直观的也有抽象的,汉字字形直观象似性就是客观实物的简笔画,而汉字字形抽象象似性则把客观实物的形态和形象思维结合起来。     

什么可被“当作”真理?——从皮尔士到杜威

实用主义是西方哲学中的一个重要流派,对当代西方文化产生了深远的影响,而真理现是其重要而具代表性的一个观点.实用主义的集大成者杜威在对皮尔士等人的继承、改造和辩护的过程中丰富和发展了实用主义的内涵,提出了工具主义的理论.在真正意义上把"效用"而不是"真假"置于实用主义的核心地位.     

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.     

Lacan,subjectivity and the task of mathematics education research

This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst and theorist Jacques Lacan whose work on subjectivity combined Freud’s psychoanalytic theory with processes of signification as developed in the work of de Saussure and Peirce. The paper positions Lacan’s subjectivity initially in relation to the work of Piaget and Vygotsky who have been widely cited within mathematics education research, but more extensively it is shown how Lacan’s conception of subjectivity provides a development of Peircian semiotics that has been influential for some recent work in the area. Through this route Lacan’s work enables a conception of subjectivity that combines yet transcends Piaget’s psychology and Peirce’s semiotics and in so doing provides a bridge from mathematics education research to contemporary theories of subjectivity more prevalent in the cultural sciences. It is argued that these broader conceptions of subjectivity enable mathematics education research to support more effective engagement by teachers, teacher educators, researchers and students in the wider social domain.

Students are not inferential-misfits: Naturalising logic in the science classroom

Currently, there is a focus in science education on preparing students for lives as innovative and resilient citizens of the twenty-first century. Key to this is providing students with opportunities, mainly through inquiry processes, for discovery making and developing their creative reasoning by bringing school science closer to authentic science. I propose, building on the work of Woods, Magnani and the authors of a 2005 special issue of Educational Philosophy and Theory on Peirce, that these efforts can be advanced through the adoption of a Peircean logic of discovery in the science classroom. I further suggest that this can only take place if a classical logic that frames school science, which deems abduction—the creative element of reasoning that drives discovery—as fallacious and not valuable as an inference making process, is replaced with a naturalised logic. Such a logic positions students as practical, not ideal agents of reasoning who in their hypothesis making are inferential-experts not inferential-misfits. In doing so, I propose that actualising Peirce’s vision of education is advanced, particularly as regards science education.     

皮尔斯与索绪尔符号观比较

皮尔斯和索绪尔分别为现代西方符号学中哲学传统和语言学传统两个源流的开创者.本文在比较他们的符号基本理论的同时,一方面透过皮尔斯的符号观分析其语言观,另一方面则从索绪尔的语言符号观看其一般符号观.本文认为,索绪尔二元的符号观忽视了符号与外部的交际价值,而皮尔斯的符号观则弥补了其不足,强调符号的过程是一个动态的认知和交际的过程.     

Charles Peirce’s Rhetoric and the Pedagogy of Active Learning

Abstract

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.     

Learning and Teaching Critical Thinking: From a Peircean Perspective

The article will argue that Charles Sanders Peirce's concepts of the 'Dynamics of Belief and Doubt', the 'Fixation of Belief' as well as 'habits of belief' taken together comprise a theory of learning. The 'dynamics of belief and doubt' are Peirce's explanation for the process of changing from one belief to another. Teaching, then, would be an attempt to control that process. Teaching critical thinking represents an attempt to teach the learner to regulate and discipline his or her own 'settlement of belief'. The 'settlement of belief' takes four different forms based on doubt. Peirce's concept of the 'habits of belief' refers to the inner and outer constraints placed both on belief as such and belief as it becomes action. The article may be read as both an exegesis of learning and as a pedagogical guide for teaching critical thinking to college students.     

中国学者眼中的皮尔士--评《皮尔士》中译本出版

皮尔士是一位在国际学界越来越受到重视的著名哲学家、逻辑学家和科学家。长期以来，皮尔士本人及其思想一直处于国内主流学者视野之外。《皮尔士》一书较为系统地呈现出了其哲学思想的方方面面。皮尔士将哲学建立于牢固的科学基础之上，将科学主要理解为一种探究者共同体的社会性活动。而作为“一位系统哲学家”，皮尔士各种思想主题之间的有着紧密联系和内在统一。《皮尔士》一书也有缺憾，比如，书的内容上并没有突出皮尔士的思想中心——逻辑学。