Synonyms
Based on the common acceptation of the term “habit,” “(conceived of as mere routines or manners)” the corresponding concept seems hardly relevant to educational theory, unless teaching and learning are understood from a behaviorist perspective. Yet, the definitions of “habit” offered throughout the history of philosophy make the concept particularly relevant for theorizing about educational processes. This relevance can be seen in Peirce’s works: Habit is a central concept of his logic and more broadly of his semiotics and pragmatics, and its importance for education lies in the way it facilitates the consideration of how the articulation between experience, thought, and action organizes cognition and the emergence of knowledge. It is first of all this articulation that allows Peirce to propose a theory of habit that departs from a behaviorist approach, the fact, very typical of pragmatism in general, in its philosophical or sociological dimensions, that everything...
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References
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Appendix: Main Occurrences of the Term “Habit” and Its Derivatives in Peirce’s Writings
Appendix: Main Occurrences of the Term “Habit” and Its Derivatives in Peirce’s Writings
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Relating to attention, feeling, and the physiology of habit: habit of the nerves (CP 5.373, 1877), habit(s) of feeling (CP 1.574, 1905).
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Relating to action, reaction, conduct, and behavior: habit of acting or of action (CP 5.400, 1878; Peirce 1998[1893–1913] (MS283/EP2: 388, 1906.); CP 5.491, 1907), habit of reaction or of acts of reaction (CP 4.157, 1893; CP 4.159, 1897; NEM IV: 145, c. 1897), habit of really reacting (CP 5.538, 1902), habit of conduct (CP 5.504, 1905; CP 6.481, 1908), habit of deliberate behavior (CP 5.538, 1902), habits of persistency (CP 1.414, 1890).
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Relating to mind, belief, and expectation: belief-habit (CP 3.160-1, 1880; CP 2.148, 1902; CP 5.510, 1905), cerebral habit (CP 3.160, 1880), cognitive habit (CP 5.504, 1905), habit of mind (CP 7.358, 1873; CP 5.417, 1905), habit of thought (CP 2.773, 1902), intelligent habit (CP 2.435, 1893), habit of expectation or of positive expectation (CP 6.149, 1892; CP 8.270, 1902; CP 5.197, 1903), habit of imagining (CP 2.148, 1902), habit of reason or of reasoning (CP 2.146, CP 2.160, CP 2.170, 1902), logical habit (CP 4.572, 1906), habitual ideas (CP 6.307, 1893), habitual connection (CP 7.355, 1873), habitual connection between thoughts or connection of ideas (CP 7.359, 1873; CP 6.155, 1892).
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Relating to the dynamic dimension of habit-taking and habit-change: habit of acquiring habits (NEM IV: 140), habit of changing habits (NEM IV: 142), habit of tossing aside old ideas and forming new ones (NEM IV: 142), habit of taking and laying aside habits (CP 6.101, 1901).
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Pesce, S. (2018). Habit. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_576-1
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