Hill Publishing Group | contact@hillpublisher.com

Hill Publishing Group

Location:Home / Journals / The Educational Review, USA /

DOI:http://dx.doi.org/10.26855/er.2019.12.004

The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’

Author: Laura Sara Agrati
Date: December 23,2019 Hits: 162

Abstract

The school mediation acts as ‘integration’ (Chocran, 1997) of a subject matter: it transforms cultural objects and produces new knowledge. Referring to the theoretical model of PCK (Pedagogical Content Knowledge - Shulman, 1986, 1987), of ‘Didactic transposition’ (Chevallard, 1991; Develay, 1992, 2015; Waquet, 2015) and to a previous study addressing the process of integration of a Philosophy subject matter (G.B. Vico, Agrati, 2019), this study was conducted on the I phase of transposition that is made by the editors and authors of textbook through the contents selected (Kang & Kilpatric, 1992; Clement, 2007; Vaz, 2017).
The paper presents further results of a second exploratory study aimed at detect the main topics of C.S. Peirce, found in textbooks and how these have been made explicit by the texts/graphic organizers. The textbook analysis (O’Keeffe, 2013; Chiappetta et al., 1993) was carried out through a comparison of textual-graphic devices used by two philosophy textbooks: it was conducted on the index of the entire textbook and on the sections related to the American philosopher and it used ‘ad hoc’ analysis criteria - content (selection of topics and prevailing links), structure (sequence and articulation of topics within the whole work) and language (meaning of terms and technical vocabulary) (Valverde at al., 2002; Rivers, 1990).
The findings are about the contents’ modification - more extended or more reduced compared to the main topics (v. belief, abduction, semiotics) - and the topics’ explication (v. neologisms and metaphors); they confirm and make explicit the work of transformation made by the textbooks' authors which elaborate a 'knowledge to teach' (Develay, 2015) different than the 'scholarly knowledge' and that could condition the teaching process and the student's learnings.

References

Abbagnano N., Fornero G. (2013). L'ideale e ilreale. Corso di Storiadellafilosofia. Vol. 3. Da Schopenhauer
aglisviluppipiùrecenti. Paravia - Pearson.
Altet M. (1997). Les pédagogies de l’apprentissage. Paris: PUF.
Anderson S. (2007). Finding Peirce’s World. In Campbell J., De Waal C., Hart R. (2007) (eds). Teaching Peirce to Undergraduates. In https://philarchive.org/archive/CAMTPT-7
Agrati L. (2019). The mediate (zati) on of Philosophy subject matter. A comparative case study. In Mena J., García-Valcárcel A., García Peñalvo F. (eds.), Teaching search and research: conceptualizations of the school practicesSENSE Publishing.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowl- edge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. doi:10.1177/0022487108324554
Benadusi L., Censi A., Fabretti V. (2004). Lineamenti di sociologiadell’educazione. Milano: FrancoAngeli.
Bergman M. (2004). Fields of Signification. Explorations in Charles S. Peirce’s Theory of Signs. Department of Philosophy, Department of Social and Moral Philosophy, University of Helsinki. Finland
Bonaiuti, G. (2011). Organizzatori grafici e apprendimento. In A. Calvani. Principi di comunicazione visiva e
multimediale. Fare didattica con le immagini. Roma: Carocci.
Bonfantini M. (2003). Introduzione. In Peirce C.S., Opere (a cura di M. Bonfantini). Milano: Bonpiani.
Chiappetta E. L., Fillman D.A., Sethna GH (1991). A method to quantify major themes of scientificliteracy in science textbooks. Journal of Research in Science Teaching, 28(8), 713-725.
Chiappetta E. L., Sethna G. H., Fillman D. A. (1993). Do middle school life science textbooksprovide a balance of scientificliteracythemes? Journal of Research in Science Teaching, 30(7), 787–797.
Chevallard Y. (1991). La transposition didactique: du savoir savant au savoir enseignè. Grenoble: La PenséeSauvage.
Clément P. (2007). Introducing the cell concept with both animal and plant cells: a historical and didactic approach. Science & Education, 16, 423-440.
Cochran K. (1997). Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments, Research Matters to the Science Teacher, 9702, Jan. 14.
Damiano E. (2013), La mediazione didattica. Per una teoria dell’insegnamento. Milano: FrancoAngeli.
Develay M. (1992). De l’apprentissage à l’eneignement. Paris: ESF.
Develay M. (2015). La logique d’un programme de connaissances. In M. Develay. D’un programme de connaissances à un curriculum de compétences. Bruxelles: De Boeck.
Eco U. (1984). Semiotica e filosofia del linguaggio. Torino: Einaudi.
Fadda E. (2013), Peirce. Roma: Carocci.
Ferrari, F. (2017). Philosophy in Schools [Review of the book: Philosophy in Schools, by F. Haynes]. Italian Journal of Sociology of Education, 9(1), 219-224.
Haynes F. (2016). Philosophy in Schools. London: Routledge.
Johnasen J.D., Larsen S.E. (2002). Signs in use. An introduction to semiotics. London: Routledge.
Kang W., Kilpatric J. (1992). Didactic Transposition in Mathematics textbooks. FLM Publishing Association, White Rock, Columbia: Canada.
Lebrun J., Lenoir Y., Laforest M. (2002). Past and Current Trends in the Analysis of Textbooks in a Quebec ContextCurriculum Inquiry. 32(1): 51-83.
Lévi-Strauss C. (1949). Les structures élémentaires de la parenté. Paris: Presses universitaires de France.
Maddalena, G. (2015). Peirce. Brescia: La Scuola.
Manetti G. (1987). Le teorie del segno nell'antichità classica. Milano: Bompiani.
Matic L., Gracin D.J. (2016). The use of the textbookas an artefact in the classroom. Journal für Mathematik - Didaktik37(2), 349-374.
Mikk J., (2000). Textbook: Research and Writing. Oxford: Lang.
Morgan, C., (1995), An Analysis of the Discourse of Written Reports of Investigative Work in GCSE MathematicsUnpublished, University of London.
Morgan, D.E. and Perry, C. (1958). The teaching of philosophy in American High Schools. Proceedings and Addresses of the American Philosophical Association, 32 (1958-1959), 91-137.
Mulryan, C. (1984). Effective communication of mathematics at primary level: Focus on the textbooks. Irish
Educational Studies, 4 (2).
O’Keefe L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning ResearchVol. 1, pp. 1-13.
Ogden C., Richards I. (1966). Il significato del significato. Trad. it., Milano: Saggiatore.
Peirce C.S. (1931–58). The CollectedPapers of Charles SandersPeirce. 8 vols. Charles Hartshorne, Paul Weiss and Arthur Burks (eds). Cambridge: Harvard University Press.
Peirce C.S. (1992-98). The Essential Peirce: Selected Philosophical Writings. 2 vols. Nathan Houser, Christian Kloesel, Peirce Edition Project (eds). Bloomington: Indiana University Press.
Reale G., Antiseri D. (1997). Il pensiero occidentale dalle origini ad oggi. XVIII edizione. Brescia: La Scuola.
Rivers, J., (1990), Contextual Analysis of Problems in Algebra 1 Textbooks, University of South Carolina, Presented at the annual meeting of the American Educational Research Association, April, Boston, Massachusetts.
Robinson, J. (1981). Research in Science Education: New Questions, New Directions. National Centre of Education, Educational Resources Information Centre.
Rossi P.G., Pizzimenti L. (2012). La trasposizione didattica. In P.C. Rivoltella, P.G. Rossi (2012). L’agire didattico. Manuale per l’insegnante (pp. 167-184). Brescia: La
Schubauer-Leoni M.L. Leutenegger F. (2002), Expliquer et comprendredansuneap- procheclinique/expérimentale du didactiqueordinaire. In F. Leutenegger, M. Saada-Robert (eds.), Expliquer et comprendre en sciences de l’éducation (pp. 227-251). Bruxelles: De Boeck. Scuola.
Schwab J.J. (1978). Science, Curriculum and Liberal Education: Selected Essay. Chicago: University of Chicago Press.
Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Eco U. (1984). Semiotica e filosofia del linguaggio. Torino: Einaudi.
Fadda E. (2013), Peirce. Roma: Carocci.
Ferrari, F. (2017). Philosophy in Schools [Review of the book: Philosophy in Schools, by F. Haynes]. Italian Journal of Sociology of Education, 9(1), 219-224.
Haynes F. (2016). Philosophy in Schools. London: Routledge.
Johnasen J.D., Larsen S.E. (2002). Signs in use. An introduction to semiotics. London: Routledge.
Kang W., Kilpatric J. (1992). Didactic Transposition in Mathematics textbooks. FLM Publishing Association, White Rock, Columbia: Canada.
Lebrun J., Lenoir Y., Laforest M. (2002). Past and Current Trends in the Analysis of Textbooks in a Quebec ContextCurriculum Inquiry. 32(1): 51-83.
Lévi-Strauss C. (1949). Les structures élémentaires de la parenté. Paris: Presses universitaires de France.
Maddalena, G. (2015). Peirce. Brescia: La Scuola.
Manetti G. (1987). Le teorie del segno nell'antichità classica. Milano: Bompiani.
Matic L., Gracin D.J. (2016). The use of the textbookas an artefact in the classroom. Journal für Mathematik - Didaktik37(2), 349-374.
Mikk J., (2000). Textbook: Research and Writing. Oxford: Lang.
Morgan, C., (1995), An Analysis of the Discourse of Written Reports of Investigative Work in GCSE MathematicsUnpublished, University of London.
Morgan, D.E. and Perry, C. (1958). The teaching of philosophy in American High Schools. Proceedings and Addresses of the American Philosophical Association, 32 (1958-1959), 91-137.
Mulryan, C. (1984). Effective communication of mathematics at primary level: Focus on the textbooks. Irish
Educational Studies, 4 (2).
O’Keefe L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning ResearchVol. 1, pp. 1-13.
Ogden C., Richards I. (1966). Il significato del significato. Trad. it., Milano: Saggiatore.
Peirce C.S. (1931–58). The CollectedPapers of Charles SandersPeirce. 8 vols. Charles Hartshorne, Paul Weiss and Arthur Burks (eds). Cambridge: Harvard University Press.
Peirce C.S. (1992-98). The Essential Peirce: Selected Philosophical Writings. 2 vols. Nathan Houser, Christian Kloesel, Peirce Edition Project (eds). Bloomington: Indiana University Press.
Reale G., Antiseri D. (1997). Il pensiero occidentale dalle origini ad oggi. XVIII edizione. Brescia: La Scuola.
Rivers, J., (1990), Contextual Analysis of Problems in Algebra 1 Textbooks, University of South Carolina, Presented at the annual meeting of the American Educational Research Association, April, Boston, Massachusetts.
Robinson, J. (1981). Research in Science Education: New Questions, New Directions. National Centre of Education, Educational Resources Information Centre.
Rossi P.G., Pizzimenti L. (2012). La trasposizione didattica. In P.C. Rivoltella, P.G. Rossi (2012). L’agire didattico. Manuale per l’insegnante (pp. 167-184).
Brescia: La Schubauer-Leoni M.L. Leutenegger F. (2002), Expliquer et comprendredansuneap- procheclinique/expérimentale du didactiqueordinaire. In F. Leutenegger, M. Saada-Robert (eds.), Expliquer et comprendre en sciences de l’éducation (pp. 227-251). Bruxelles: De Boeck. Scuola.
Schwab J.J. (1978). Science, Curriculum and Liberal Education: Selected Essay. Chicago: University of Chicago Press.
Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Full-Text HTML

The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’
Laura Sara Agrati
Università Telematica "Giustino Fortunato"
How to cite this paper: Agrati, L. S. (2019). The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’. The Educational Review, USA, 3(12), 220-234.
*Corresponding author: Laura Sara Agrati, Università Telematica "Giustino Fortunato".
Free HPG Newsletters

Add your e-mail address to receive free newsletters from Hill Publishing Group.

Contact us

Hill Publishing Group

8825 53rd Ave

Elmhurst, NY 11373, USA

E-mail: contact@hillpublisher.com

Copyright © 2019 Hill Publishing Group Inc. All Rights Reserved.