![]() ![]() For students, teachers and curious minds, our carefully structured jargon-free series helps you really get to grips with brilliant intellectuals and their inherently complex theories. Thus the essay's three sections – starting with the historical discussion, moving to the field-specific problem of science education, and finally the issue of abductive reasoning – reinforce one another and aim to exemplify the dynamic integration of the general and specific, of mind and nature, that is a goal of process pedagogy.Paperback. Lastly, the essay examines the pedagogical role played by logical abduction, as articulated by Peirce and developed further by later scholars. Thinkers as diverse as Whitehead, Bourdieu, Serres, Latour, and Dewey are seen to oppose the neoscholastic myth of scientific objectivity and favor a language of relations that fosters an " anastomosis " between the disciplines. Second, it examines the case of science education, specifically as regards habit formation, ethical instruction, and qualitative research. First it traces the modern history of process pedagogy beginning with Kant and leading through Cassirer and Whitehead to an array of contemporary approaches that favor the symbiosis of art and science over the lingering Cartesian dichotomy of " subjective " mental processes and " objective " forms of knowledge. ![]() ![]() This essay explores the bases for a process theory of learning applicable across the disciplines in today's academy. Research on the latter benefits from the publication of Panofsky’s correspondence, which reveals that his study of Gothic architecture and Scholasticism commenced four years earlier than hitherto suspected. Thus this essay deals with two connections: on the one hand, the relation between ideas as embodied in the structure of scholastic treatises and of cathedrals, and on the other, the concept of habit linking Peirce and Panofsky. I present William Whewell as a likely source of inspiration arousing Peirce’s interest in Gothic architecture, and suggest that Edgar Wind played a part in transmitting to Erwin Panofsky the Peircean idea of unconscious beliefs as expressed by habits. Habitus and habit-taking play a vital part in both analogies. Peirce does not just anticipate art historian Erwin Panofsky’s view of an analogy between the scholastic Summa and the Gothic cathedral. Boler grants it in his essay “Peirce and Medieval Thought” (Boler 2004). ![]() This paper aims to show that Peirce’s analogy of scholastic logic and Gothic architecture merits more than the dismissive note John F. ![]()
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