In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...) of and interaction between doubt and belief, and his four methods of resolving or ‘fixing’ belief (i.e., tenacity, authority, a priori, and experimentation). The four methods are then juxtaposed against current models of teaching and learning such as constructivism, schema theory, situated cognition, and inquiry learning. Finally, we discuss Peirce's modes of inference as they relate educationally to the resolution of doubt and beliefs and offer an example of belief resolution from an experienced teacher in a professional development environment. (shrink)

Philosophy is, and has been, many things to many people, and that is fine. Some of those persons who do, or have done, philosophy have engaged in the business of creating categoreal schemes. Were one to ask why these persons set about to construct categoreal schemes, the answer would have to be complex—the conscious motivations, purposes, and goals of system-builders are undoubtedly various. And that is fine. So when I suggest, as I am about to, an account of what it (...) is that categoreal schemes are really trying to do, it must be understood that I do not intend my account to be dogmatically a priori. I have simply thought about some of the great systematizers and the categoreal schemes they have concocted, have admittedly done this reflecting from the perspective of Whitehead’s process metaphysics, and have arrived at certain conclusions about what might be viewed as a diagnostic tool for understanding many of the interesting and historically important categoreal schemes. (shrink)

Considered as a form of love, sex is clearly involved in the total set of ethical relationships that exists between persons and is therefore ethically significant.

Since the 1950s, Donald T. Campbell has been one of the most influential contributors to the methodology of the social sciences. A distinguished psychologist, he has published scores of widely cited journal articles, and two awards, in social psychology and in public policy, have been named in his honor. This book is the first to collect his most significant papers, and it demonstrates the breadth and originality of his work.

Like it or not, a big picture of the history of science is something which we cannot avoid. Big pictures are, of course, thoroughly out of fashion at the moment; those committed to specialist research find them simplistic and insufficiently complex and nuanced, while postmodernists regard them as simply impossible. But however specialist we may be in our research, however scornful of the immaturity of grand narratives, it is not so easy to escape from dependence – acknowledged or not – (...) on a big picture. When we define our research as part of the history of science, we implicitly invoke a big picture of that history to give identity and meaning to our specialism. When we teach the history of science, even if we do not present a big picture explicitly, our students already have a big picture of that history which they bring to our classes and into which they fit whatever we say, no matter how many complications and refinements and contradictions we put before them – unless we offer them an alternative big picture. (shrink)

Rejecting a morality based on religious sanctions and appeals to a spiritual order of being, David Hume advocated a wholehearted immersion in worldliness. Contemtus mundi is replaced with amor mundi, an orientation that Hume saw as fostering virtue and socially beneficial relationships.

Donald Shriver argues that recognition of morally negative events in American history is essential to the health of our society. The failure to acknowledge and repent of these events skews the relations of many Americans to one another and breeds ongoing hostility. Focusing on the wrongs suffered by African Americans and Native Americans, Shriver examines the challenges associated with the call for collective repentance: What can it mean to morally master a past whose victims are dead and whose sufferings (...) cannot be alleviated? What are the measures that lend substance to language and action expressing repentance? In answering these questions Shriver creates a compelling vision of the collective repentance and apology that must precede real progress in relations between the races in this country. (shrink)