Bibliographic record
Abstract
Abstract This paper examines how the Peircean category of Firstness can illuminate pre-cognitive and pre-interpretative aspects of learning. This study can be understood as part of a broader edusemiotic project currently gaining momentum (cf. Semetsky (ed.) 2010, 2017; Stables and Semetsky 2014; Olteanu 2015). I explore various iterations of Peirce’s thought, from his early Lowell Lectures (1866) to what Strand (2013) has called his “rhetorical turn” following the introduction of the concept of semiosis in 1883. My contention is that engagement in arts-based processes is educationally useful in inducing and cultivating reflection on those primary aspects of consciousness that are often neglected by formal educational programs. My aim here is to explore what stimulates engaged absorption and examine how this can be applied to form an “education of inquiry” informed by Peirce’s pragmatism, which places contemplation on this pre-interpretative realm of meaning in a central role. In conclusion, the paper will show how an understanding of Firstness is necessary for understanding Peirce’s aesthetics, and thus his ethics, which depends upon the “habits of feeling” emerging from Firstness. Thus, we can understand how the cultivation of a “pedagogy of Firstness” is foundationally an ethical educational program.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".