This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes.

_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. (shrink)

In this essay, Andrew Stables notes that philosophies such as existentialism, humanism, and environmentalism come in either exploratory or active forms: that is, one can study the nature of existence or the human, or one can ascribe to a way of life in an attempt to improve the world. Among the major influences on active environmentalist thought are humanism, socialism, posthumanism, and post- colonialism. In many cases, however, such ways of thinking can be as damaging or unsuccessful as they may (...) be ameliorative and successful. The search for an environmentalist Way, Stables maintains, must transcend entrenched binaries, oppositions, and ideologies without lapsing into thoroughgoing antirealism or willfully ignoring current realities. Here, he explores the valuable contributions that Daoist and Buddhist texts and practices have to offer in this search. (shrink)

Journal of Philosophy of Education, EarlyView.

The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well (...) as of other aspects of modernity. (shrink)

A fully semiotic perspective on living and learning draws on poststructuralism in seeing meaning and learning as deferred, and avoids mind-body substance dualism by means of collapsing the signal-sign distinction. This article explores the potential for, and constraints on the 'sign' as a meaningful unit of analysis for universal application among the human sciences. It compares and contrasts this fully semiotic approach with the educational philosophy of John Dewey, concluding that if Dewey had problematized the signal-sign distinction, his legacy for (...) education might have significantly different. (shrink)

This research formed phase 1 of the Economic and Social Research Council project ‘Pupils’ Approaches to Subject Option Choices’ and is a near repeat of a project carried out in the mid-1980s, thus allowing for a comparison of approaches to subject choice a decade apart, comparing the situation pre- and post-National Curriculum implementation. The simple two-part questionnaire, completed by 1600 children in 11 schools, shows the differences across time and between-school differences in subject preference, but little instability in perceptions of (...) subject importance. Some useful additional data, giving student's reasons for liking subjects and finding subjects important, were obtained from interviews in four schools which formed phase 2 of the project. Comparisons are drawn with the data collected in 1984 on a similar basis. Issues of concern are highlighted with respect to particular subjects and to students’ stated reasons for liking subjects or finding them important, with regard to how this might relate to their subsequent subject choices and career development. (shrink)

While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind-body divide that both permeates and separates classical rationalism and empiricism, he himself is read in (...) this article as closer to the rationalist tradition exemplified by Kant and Hegel that he critiques than to either thoroughgoing empiricism or post-Nietzschean relativism. From a contemporary perspective, Peirce thus falls short of qualifying as a fully semiotic thinker, notwithstanding his key role in the development of semiotic philosophy. (shrink)

The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well (...) as of other aspects of modernity. (shrink)

This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.

In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involving a sense of immediate response to nature, than if we do not. This has (...) obvious educational implications. If Bate, James and Bonnett are correct, then the educational pursuit of (eco)poetic sensibility will, of itself, contribute to education for a sustainable future by grounding human experience in nature; if their assertions are insupportable, and (eco)poetic sensibility does not afford privileged access to a state of nature, then the assumption cannot be made that the development of such sensibility will contribute to education for sustainability. I shall critique Bate's argument from a pragmatic perspective. (shrink)

From a cultural-historical perspective, nature and nurture are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare and in the Romantic tradition, and argues that while our Romantic inheritance problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.

From a cultural-historical perspective, nature and nurture (and thus education) are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare (influenced by Montaigne) and in the Romantic tradition (evidenced by Rousseau and Wordsworth), and argues that while our Romantic inheritance (still highly influential in education) problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 45-57.

The renewed interest in moral education in Britain has taken only limited cognisance of contemporary social conditions, particularly regarding mass communications and the revolution in information technology. These have had the effect of reducing distance to proximity and have left individuals with choices in areas where no choice formerly existed. It can, however, be argued that moral issues have always been concerned with choices concerning proximity and distance. Thus the proximity/distance polarity serves as a useful conceptual framework for many aspects (...) of moral education in schools, though one which is problematised by both poststructuralist thinking and developments in mass communication. (shrink)

The interest of this paper is to discover the precondition of experience. It is suggested that Walter Benjamin's meditations on Proust, as well as on the origin of the novel, lead to the verge of that discovery. A la recherche du temps perdu is less a monumental work of fiction in this view than the limit of experience – the intransmissible fact of the transience of the present – made manifest in writing. While in Proust transience gives way to its (...) recuperation as image, Thomas Bernhard's post-Proustian masterpiece Extinction mobilizes the present's destructive potential with compelling effect, and turns it upon the work of historical experience itself. (shrink)

Our actions, even the quietest, are liable to become occasions for inculpation. But what kind of action would remain immune to the act of judgement? Such an action is made manifest in Michelangelo’s Moses. Freud’s cinematic reading of the sculpture yields a concern with what Moses does not do. Neither the origin nor the outcome of an action proves decisive but rather “the remains of a movement that has already taken place.” Such a remainder troubles the ascription of agency to (...) action by undermining the fantasy of homogenous time which underlies it. Continuity is revealed as the semblance of an imperceptible series of temporal omissions. The paper aims not only to bring to light the radical potential harboured in Freud’s approach to the Moses but to account for the reason he arrests its appearance. (shrink)

The paper considers T.S. Eliot's 'dissociation of sensibility' thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators can, and should, find greater synergies between arts and science, and theoria and praxis, despite continuing pressures (...) on the school curriculum to move in the opposite direction. It is suggested that an acknowledgement of living as semiosis can be helpful in this respect. (shrink)

The argument moves through three stages. In the first, the case is made for accepting ‘living is semiotic engagement’ as ‘a foundational statement for a postfoundational age’. This requires a thoroughgoing rejection of mind-body substance dualism, and a problematisation of humanism. In the second, the hazardous endeavour of applying the above perspective to social policy begins with a consideration of the sine qua non(s) underpinning such an application. These are posited as unpredictability of outcomes and blurring of the human/non-human boundary. (...) In the third stage, the case is developed for a policy orientation that is both liberal-pragmatic (with some caveats relating to ‘liberal’) and post-humanist, and the paper concludes with some speculation concerning the precise policy outcomes of such an orientation. (shrink)

This paper attempts to square libertarian principles with the reality of formal education by asking how far we should and can allow people to do as they wish in educational settings. The major focus is on children in schools, as the concept ‘childhood’ ipso facto implies restrictions on doing as one wishes, and schools as institutions entail inevitable constraints. Children by definition tend to enjoy stronger protection rights but weaker liberty rights than adults. A local preferential calculus is developed as (...) a guide for teachers, suggesting wishes should be granted where feasible and at least welfare neutral. In the case of teachers, employers set the parameters for the feasibility criterion but should also ensure at least welfare neutrality, while students in adult and higher education should be responsible for the feasibility and welfare outcomes of their own choices. (shrink)

Educational literature has tended to focus, explicitly and implicitly, on two kinds of task orientation: the ability either to focus on a single task, or to multi-task. A third form of orientation characterises many highly successful people. This is the ability to combine several tasks into one: to ‘kill two birds with one stone’. This skill characterises people with initiative, who exercise judgment, deliberation and creative imagination in their personal organisation. The motivation to work in this way indicates personal commitment (...) rather than mere compliance. Focusing on its development educationally implies a shift from either/or, linear, methodical, mechanical and technicist thinking to encouraging individual and collective responsibility, initiative and risk-taking, resulting in unpredictable outcomes. The emphasis on judgment renders the issues as ethical rather than narrowly instrumental. Dominant ethical approaches are, therefore, considered in relation to this in terms of its application for teaching. (shrink)

Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology (...) and sexuality. -/- The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics. -/- Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies. (shrink)

Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...) In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl's philosophy. Exploring the meaning of lifeworld in Husserl's philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)

Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...) Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jrgen Habermas. (shrink)

This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism (...) that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...) attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...) attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

This study examines the relationship between teachers' beliefs and their practices at Key Stage 2 (ages 7-11) in relation to the use of questioning. Data were collected from interviewing and observing Key Stage 2 teachers at four schools in the West of England. A Straussian approach to grounded theory is followed broadly in order to analyse the data. In contrast to the findings of previous studies, which suggested a mismatch between teachers' beliefs and practices in that teachers, in certain respects, (...) do less than they claim, the research revealed that teachers use a variety of skills during their teaching that they may not always be aware of. It is also argued that teachers do not share researchers' language to express the way they teach. (shrink)

Given the tendency for the “lifeworld approach” to be adopted in the domain of environmental theory and education without critical examination of the key concept “lifeworld”, this paper attempts to elucidate the ambiguity apparent in Husserl’s development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...) In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl’s philosophy. Exploring the meaning of lifeworld in Husserl’s philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)

Can stable regularities be explained without appealing to governing laws or any other modal notion? In this paper, I consider what I will call a ‘Humean system’—a generic dynamical system without guiding laws—and assess whether it could display stable regularities. First, I present what can be interpreted as an account of the rise of stable regularities, following from Strevens [2003], which has been applied to explain the patterns of complex systems (such as those from meteorology and statistical mechanics). Second, since (...) this account presupposes that the underlying dynamics displays deterministic chaos, I assess whether it can be adapted to cases where the underlying dynamics is not chaotic but truly random—that is, cases where there is no dynamics guiding the time evolution of the system. If this is so, the resulting stable, apparently non-accidental regularities are the fruit of what can be called statistical necessity rather than of a primitive physical necessity. (shrink)

We propose a new single-winner voting system using ranked ballots: Stable Voting. The motivating principle of Stable Voting is that if a candidate A would win without another candidate B in the election, and A beats B in a head-to-head majority comparison, then A should still win in the election with B included (unless there is another candidate A' who has the same kind of claim to winning, in which case a tiebreaker may choose between such candidates). We call this (...) principle Stability for Winners (with Tiebreaking). Stable Voting satisfies this principle while also having a remarkable ability to avoid tied outcomes in elections even with small numbers of voters. (shrink)

In 1995 Visser, van Benthem, de Jongh, and Renardel de Lavalette introduced NNIL-formulas, showing that these are exactly the formulas preserved under taking submodels of Kripke models. In this article we show that NNIL-formulas are up to frame equivalence the formulas preserved under taking subframes of frames, that NNIL-formulas are subframe formulas, and that subframe logics can be axiomatized by NNIL-formulas. We also define a new syntactic class of ONNILLI-formulas. We show that these are the formulas preserved in monotonic images (...) of frames and that ONNILLI-formulas are stable formulas as introduced by Bezhanishvili and Bezhanishvili in 2013. Thus, ONNILLI is a syntactically defined set of formulas axiomatizing all stable logics. This resolves a problem left open in 2013. (shrink)