As a youngster of perhaps 8 years, Charles S. Peirce was given a chemistry laboratory in which he probably did experiments in qualitative analysis. These experiments were modeled on the hypothetico-deductive method of inquiry. I argue that this laboratory experience initiated Peirce’s life-long interest in logic and the logic of science, and flowered in his “pragmaticism.”.

Charles S. Peirce frequently mentioned reading Richard Whately's Elements of Logic when he was 12 years old. Throughout his life, Peirce emphasized the importance of that experience. This valorization of Whately is puzzling at first. Early in his career Peirce rejected Whately's central logical doctrines. What valuable insight concerning logic was robust enough to survive these specific rejections? Peirce recommended a biographical approach to understanding his philosophy. This essay follows that suggestion by considering Peirce's reading of Whately in a larger (...) life context. Surprisingly many factors in Charles Peirce's personal and intellectual development were at play when he read Whately. His father, Benjamin Peirce, oversaw rigorous home schooling intended to train young Charley for a brilliant intellectual career. Laboratory experience with qualitative chemical analysis exposed the boy to the logic of scientific investigation, specifically to the hypothetico-deductive method of inquiry. However, tensions between father and son developed over Charles' wish to devote his life to studying the logic of science. The two also disagreed upon the value of formal science. Against this background we will review relevant logical doctrines of Whately's book, as well as his innovative formalizing practice of logical inquiry. Then we will see that it was Whately's lessons about formal science that were of such importance to Peirce. (shrink)

: The Cuddeback Letter Book contains approximately two-hundred letters sent to Charles Peirce between 1859 and 1861. In the front of the book Peirce compiled a list of sixty-one correspondents. Many of them are key figures in Peirce's life, and the Cuddeback has long been recognized as an important source for biographical research. However, some years ago the owner of the Cuddeback blocked scholarly access because of its fragile condition, among other reasons. Fortunately, the Cuddeback has recently been conserved and (...) a digital image of each sheet has been made. This recent development is described below. Scholarly research on this area of Peirce's biography may now resume. (shrink)

The Cuddeback Letter Book contains approximately two-hundred letters sent to Charles Peirce between 1859 and 1861. In the front of the book Peirce compiled a list of sixty-one correspondents. Many of them are key figures in Peirce's life, and the Cuddeback has long been recognized as an important source for biographical research. However, some years ago the owner of the Cuddeback blocked scholarly access because of its fragile condition, among other reasons. Fortunately, the Cuddeback has recently been conserved and a (...) digital image of each sheet has been made. This recent development is described below. Scholarly research on this area of Peirce's biography may now resume. (shrink)

This paper details research which investigated a probable causal connection between taking an introductory logic course and significant improvement in logical skills. The authors first detail the setting (a two-year, open-access unit of the University of Cincinnati), the student body (the authors note that many students enter the college with several notable types of academic disadvantage), and the content of an introductory logic course. Following this, they summarize and defend their research protocol and the results of their study. Findings include (...) a statistically significant increase in students’ logical skills after enrollment in a one-quarter introductory logic course. After a statistical analysis of their findings, the authors discuss several possible applications, extensions, and improvements of their research protocol, concluding that the generalizability of their study is limited due to the myriad variables that attend teaching. (shrink)

In 1966-67 Martin Heidegger and Eugen Fink conducted an extraordinary seminar on the fragments of Heraclitus. _Heraclitus Seminar_ records those conversations, documenting the imaginative and experimental character of the multiplicity of interpretations offered and providing an invaluable portrait of Heidegger involved in active discussion and explication. Heidegger's remarks in this seminar illuminate his interpretations not only of pre-Socratic philosophy, but also of figures such as Hegel and Holderllin. At the same time, Heidegger clarifies many late developments in his own understanding (...) of truth, Being, and understanding. Heidegger and Fink, both deeply rooted in the Freiburg phenomenological tradition, offer two competing approaches to the phenomenological reading of the ancient text-a kind of reading that, as Fink says, is "not so much concerned with the philological problematic... as with advancing into the matter itself, that is, toward the matter that must have stood before Heraclitus's spiritual view.". (shrink)