TY - JOUR
T1 - Cultivating the arts of inquiry, interpretation, and criticism
T2 - A Peircean approach to our educational practices
AU - Colapietro, Vincent
PY - 2005/7
Y1 - 2005/7
N2 - Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce's relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his philosophical genius, in particular, to the experimentalist cast of his mind and his profound appreciation for the aesthetic, the imaginative, and (more narrowly) the metaphorical in their myriad guises. My aim in this paper is to go some distance, however small, toward doing such justice to Peirce.
AB - Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce's relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his philosophical genius, in particular, to the experimentalist cast of his mind and his profound appreciation for the aesthetic, the imaginative, and (more narrowly) the metaphorical in their myriad guises. My aim in this paper is to go some distance, however small, toward doing such justice to Peirce.
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U2 - 10.1007/s11217-005-3856-x
DO - 10.1007/s11217-005-3856-x
M3 - Article
AN - SCOPUS:24344503761
SN - 0039-3746
VL - 24
SP - 337
EP - 366
JO - Studies in Philosophy and Education
JF - Studies in Philosophy and Education
IS - 3-4
ER -