13 found
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  1.  33
    Learning as Becoming Conscious: A note on Jablonka and Ginsburg’s Notion of Learning.Alin Olteanu - 2022 - Biosemiotics 15 (3):457-467.
    This commentary addresses the concept of learning stemming from Eva Jablonka and Simona Ginsburg’s theory of the emergence of consciousness. Jablonka and Ginsburg find strong support in biosemiotics for their argument that learning offers an evolutionary transition marker for the emergence of consciousness. Indeed, biosemiotics embraces a view on evolution that integrates both phylogeny and ontogeny. It does not polarize learning and evolving. At the same time, Jablonka and Ginsburg’s argument gives both biosemiotics and learning theory a shake, forcing scholarship (...)
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  2.  18
    Naturalizing Models: New Perspectives in a Peircean Key.Alin Olteanu, Cary Campbell & Sebastian Feil - 2020 - Biosemiotics 13 (2):179-197.
    This paper reconsiders semiotic modelling in light of recent scholarship on Charles Peirce, particularly regarding his concept of proposition. Conceived in the vein of Peirce’s phenomenological categories as well as of his taxonomy of signs, semiotic modelling has mostly been thought of as ascending from simple, basic sign types to complex ones. This constitutes the backbone of most currently accepted semiotic modelling theories and entails the further acceptance of an unexamined a priori coherence between complexity of cognition and complexity of (...)
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  3.  9
    Multimodal Modeling: Bridging Biosemiotics and Social Semiotics.Alin Olteanu - 2021 - Biosemiotics 14 (3):783-805.
    This paper explores a semiotic notion of body as starting point for bridging biosemiotic with social semiotic theory. The cornerstone of the argument is that the social semiotic criticism of the classic view of meaning as double articulation can support the criticism of language-centrism that lies at the foundation of biosemiotics. Besides the pragmatic epistemological advantages implicit in a theoretical synthesis, I argue that this brings a semiotic contribution to philosophy of mind broadly. Also, it contributes to overcoming the polemic (...)
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  4.  10
    Philosophy of education in the semiotics of Charles Peirce: a cosmology of learning and loving.Alin Olteanu - 2015 - New York: Peter Lang.
    Semiotics and education -- Charles S. Peirce's list of categories and taxonomy of signs -- Semiotics as pragmatic logic -- Education in Peirce's divisions of science -- Suprasubjective being and suprasubjective learning -- From icon to argument -- Diagrammatic reasoning and learning -- Agapic learning -- The Peircean theory of learning and phenomenology -- Possible objections.
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  5.  16
    Rethinking educational theory and practice in times of visual media: Learning as image-concept integration.Nataša Lacković & Alin Olteanu - 2020 - Educational Philosophy and Theory 53 (6):597-612.
    We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...)
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  6.  13
    Rethinking educational theory and practice in times of visual media: Learning as image-concept integration.Alin Olteanu & Nataša Lacković - 2020 - Educational Philosophy and Theory 53 (6):597-612.
    We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...)
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  7.  8
    Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism.Alin Olteanu - 2019 - Journal of Philosophy of Education 53 (4):788-806.
  8.  36
    Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions.Alin Olteanu, Maria Kambouri & Andrew Stables - 2016 - Studies in Philosophy and Education 35 (6):621-640.
    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 (...)
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  9.  16
    Transhumanism, Society and Education: An Edusemiotic Approach.Susana Gómez Redondo, Claudio J. Rodríguez Higuera, Juan R. Coca & Alin Olteanu - 2024 - Studies in Philosophy and Education 43 (2):177-193.
    We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief (...)
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  10.  15
    The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.
    The recent development of biosemiotics has revealed the achievement of knowledge and the development of science to be the results of the semiosis of all life forms, including those commonly regarded as cultural constructs. Education is thus a semiosic structure to which evolution itself has adapted, while learning is the semiotic phenomenon that determines the renewal of life itself. Historically, it was a semiotic paradigm that determined the emergence of institutions such as universities and that underpinned the development of liberal (...)
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  11.  7
    Biosemiotic Achievement Award for the Year 2021.Alin Olteanu & Vinicius Romanini - 2022 - Biosemiotics 15 (3):395-399.
    The Annual Biosemiotic Achievement Award was established at the annual meeting of the International Society for Biosemiotic Studies (ISBS) in 2014, in conjunction with Springer and Biosemiotics. It seeks to recognize papers published in the journal that present novel and potentially important contributions to biosemiotic research, its scientific impact and its future prospects. Here the winner of the Biosemiotic Achievement Award for 2020 is announced: The award goes to Ahti-Veikko Pietarinen and Majid D. Beni for their article "Active Inference and (...)
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  12.  38
    The implications for education of Peirce’s agapist principle.Alin Olteanu - 2016 - Semiotica 2016 (212):59-79.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 59-79.
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  13.  19
    Semiotic Theory of Learning: New Perspectives in the Philosophy of Education.Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce & Eetu Pikkarainen - 2018 - Lontoo, Yhdistynyt kuningaskunta: Routledge.
    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 (...)
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