A pragmatist theory of learning
نویسنده
چکیده
This paper suggests that Peirce’s pragmatism might be a more suitable underpinning of educational research than the currently prevailing constructivism, in particular with respect to science and mathematics education. Using examples from the educational literature, a case is made for a notion of “truth”, a pragmatist scientific method, Peirce’s doubt-belief cycle and his semiotics and logic in relationship to educational theory. This paper does not present any indepth discussion of philosophical issues but attempts to highlight the need for a better philosophical foundation of educational research in the hope of encouraging future research in this direction.
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