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Learning and Abduction

The word ‘learning’ is an object of common interest among pedagogues, educators, psychologists, and philosophers, although the ways to define it and the roads to investigate it are quite di¤erent in nature. It has been defined as ‘acquisition of abilities,’ ‘acquisition and increase of knowledge,’ ‘finding a satisfactory explanation,’ ‘understanding a strange phenomenon,’ ‘taking knowledge of something, memorizing, as a consequence of study, observation, experience, warning, etc.’1 My central focus in this paper involves an approach toward the concept of learning within the perspective of the epistemological and logical problems in Charles Sanders Peirce’s work, mainly in some passages where he investigates the structure of cognitive acts and inferences, his thoughts on the logic of inquiry, and his attempt to elucidate his idea of pragmatism2. It will be fundamental for my argument to situate learning in the field of problems associated with the concepts of reasoning, thought, and the Logic of Abduction. There are two reasons for this: a) I will consider ‘learning’ as a transformation of our capacity to construct cognitive categories applied to vital situations, and b) I will relate learning to the concept of belief ’, or better, to the idea of ‘fixation of beliefs’.