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Edusemiotics addresses an emerging field of inquiry, educational
semiotics, as a philosophy of and for education. Using "sign" as a
unit of analysis, educational semiotics amalgamates philosophy,
educational theory and semiotics. Edusemiotics draws on the
intellectual legacy of such philosophers as John Dewey, Charles
Sanders Peirce, Gilles Deleuze and others across Anglo-American and
continental traditions. This volume investigates the specifics of
semiotic knowledge structures and processes, exploring current
dilemmas and debates regarding self-identity, learning,
transformative and lifelong education, leadership and
policy-making, and interrogating an important premise that still
haunts contemporary educational philosophy: Cartesian dualism. In
defiance of substance dualism and the fragmentation of knowledge
that still inform education, the book offers a unifying paradigm
for education as edusemiotics and emphasises ethical education in
compliance with the semiotic unity between knowledge and action.
Chapters contain accessible discussions in the context of
educational philosophy and theory, crossing the borders between
logic, art, and science together with a provocative theoretical
critique. Recently awarded a PESA book award for its contribution
to the philosophy of education, Edusemiotics will appeal to an
academic readership in education, philosophy and cultural studies,
while also being an inspiring resource for students.
Edusemiotics is a pioneering area of study that connects semiotics
- the science of signs - with educational theory and the philosophy
of education. This volume reflects cutting-edge research by
scholars in education and in semiotics worldwide, bridging the two
discourses to present the state of the art in this new
transdisciplinary field. The book's emphasis is on educational
theory as based on semiotic philosophy: as such, it challenges the
current conception of semiotics in education as merely a sub-branch
of applied semiotics. It presents edusemiotics as a novel unified
conceptual framework at the interface of theoretical semiotics and
educational philosophy, based on both theoretical and empirical
studies from around the world. The chapters in this handbook also
bring to the fore the intellectual legacy of Charles S. Peirce,
John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail
Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers,
pointing out the implications of edusemiotics for meaningful
pedagogy and experiential learning in diverse contexts.
Edusemiotics is a pioneering area of study that connects semiotics
- the science of signs - with educational theory and the philosophy
of education. This volume reflects cutting-edge research by
scholars in education and in semiotics worldwide, bridging the two
discourses to present the state of the art in this new
transdisciplinary field. The book's emphasis is on educational
theory as based on semiotic philosophy: as such, it challenges the
current conception of semiotics in education as merely a sub-branch
of applied semiotics. It presents edusemiotics as a novel unified
conceptual framework at the interface of theoretical semiotics and
educational philosophy, based on both theoretical and empirical
studies from around the world. The chapters in this handbook also
bring to the fore the intellectual legacy of Charles S. Peirce,
John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail
Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers,
pointing out the implications of edusemiotics for meaningful
pedagogy and experiential learning in diverse contexts.
Edusemiotics addresses an emerging field of inquiry, educational
semiotics, as a philosophy of and for education. Using "sign" as a
unit of analysis, educational semiotics amalgamates philosophy,
educational theory and semiotics. Edusemiotics draws on the
intellectual legacy of such philosophers as John Dewey, Charles
Sanders Peirce, Gilles Deleuze and others across Anglo-American and
continental traditions. This volume investigates the specifics of
semiotic knowledge structures and processes, exploring current
dilemmas and debates regarding self-identity, learning,
transformative and lifelong education, leadership and
policy-making, and interrogating an important premise that still
haunts contemporary educational philosophy: Cartesian dualism. In
defiance of substance dualism and the fragmentation of knowledge
that still inform education, the book offers a unifying paradigm
for education as edusemiotics and emphasises ethical education in
compliance with the semiotic unity between knowledge and action.
Chapters contain accessible discussions in the context of
educational philosophy and theory, crossing the borders between
logic, art, and science together with a provocative theoretical
critique. Recently awarded a PESA book award for its contribution
to the philosophy of education, Edusemiotics will appeal to an
academic readership in education, philosophy and cultural studies,
while also being an inspiring resource for students.
How Deleuze's philosophy informs the interdisciplinary and
multi-faceted problematic of education. The 12 original essays in
this volume look at contemporary debates on teaching and learning
across the broad territory of educational theory and philosophy of
education. Moving from the formal to post-formal mode of education,
the contributors explore education as an experimental and
experiential process of becoming grounded in life that represents
the becoming - Other of Deleuze's thought. It features contributors
that include Ronald Bogue and James Williams. It addresses
contemporary debates on ethics, social experience & educational
futures, subjectivity & creativity, pedagogy and literacy,
mathematics, arts & science education.
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