The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy

Autor/in	Semetsky, Inna
Titel	The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy
Quelle	In: Educational Philosophy and Theory, 36 (2004) 4, S.433-454 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2004.00079.x
Schlagwörter	Stellungnahme; Intuition; Inferences; Learning Processes; Semiotics; Role; Thinking Skills; Educational Philosophy + Suchen Sie Ihr Suchwort? Inference; Inferenz; Learning process; Lernprozess; Semiotik; Rollen; Denkfähigkeit; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The purpose of this paper is to address the concept of "intuition of education" from the pragmatic viewpoint so as to assert its place in the cognitive, that is inferential, learning process. The structure of the paper, consistent with the spirit of Charles Sanders Peirce's triadic semiotics, is threefold. As a point of departure, the author revisits Nel Noddings's monumental work on intuition that has enjoyed a recent revival by being chosen as an educational classic. The author expands the boundaries of the concept by drawing from selected excerpts in the works of John Dewey and Gilles Deleuze and asserting the similarity between the two based on their analogous approach to formal logic as semiotics. The locus of this paper is, specifically, Peirce's notion of abductive inference, and the author suggests hereafter a novel model of abduction and connects it with the concept of intuition for the purpose of exploring the possible educational implications of both "Firstnesses". At the conclusion of this paper the author suggests a possible solution, partially derived from Deleuze and Guattari's "a"-signifying semiotics, for the so-called learning paradox. (Contains 2 figures and 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10