The goal of this study was to determine if the level of preservice teachers’ economic literacy might serve as a gatekeeper to teaching economics competencies. The participants ( n=84) were teacher candidates in an elementary education program in their final methods courses prior to their teacher internship. The findings supported the intuitive belief that elementary teachers lack the economic literacy and confidence needed to teach economics concepts in the elementary curriculum. This deficit can serve as a gatekeeper to teaching economics (...) competencies leading to curricular disjuncture between the established curriculum and actual practice in the classroom. (shrink)

Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of (...) the curriculum, avoiding problematic tensions between, for example, democratic aims and undemocratic teaching practices. Second, it requires the involvement of teachers and students in the design and development of the educational initiative, as well as in its implementation. Taken to its fullest extent, seamless enactment involves a unification of the separate stages, leading to the collapsing of the curricular transposition framework onto a single point. Finally, some possible justifications for and potential objections to the notion are considered. (shrink)

This major new book offers a highly original account of ethical and political subjectivity in contemporary culture. It makes a strong case for a non-unitary or nomadic conception of the subject, in opposition to the claims of ideologies such as conservatism, liberal individualism and techno-capitalism. Braidotti takes a bold stand against moral universalism, while offering a vigorous defence of nomadic ethics against the charges of relativism and nihilism. She calls for a new form of ethical accountability that takes "Life" as (...) the subject, not the object, of enquiry. This ethics is presented as a fundamental reconfiguration of our being in the world and it calls for more conceptual creativity in the production of worldviews that can better enable us to behave ethically in a technologically and globally mediated world. The nomadic ethical subject negotiates successfully the complex tension between the multiplicity of political forces on the one hand and the sustained commitment to emancipatory politics on the other. _Transpositions_ provides an intellectually rich guide to the leading critical debates of our time and will be of great interest to scholars and students throughout the humanities and social sciences. (shrink)

This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is agued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation.

Este estudo discute as relações entre a reforma curricular do Ensino Médio implementada pelo MEC na década de 1990 e suas vinculações com os pressupostos teóricos do modelo de organização do trabalho realizado pela Toyota, a Política de Formação docente e o processo de emancipação humana.

Higher plant nuclear genomes contain many families of dispersed repeats that change during evolution. Recent evidence from studies on genetically defined transposable elements raises the possibility that many of the dispersed repeats are remnants of such elements. Transposition of DNA has also occurred between mitochondria, chloroplasts and nuclei, a fact that underlines the major role played by DNA transposition in determining the structure of plant genomes.

Seven Curricular Landscapes offers a holistic presentation and critique of what the author considers to be the seven major types of curricula. This book, which is suitable for both upper-division and graduate education courses, differs from previous holistic approaches in that it closely considers the holistic implications of postmodernism, adds new categories and terms to the holistic repertoire, includes the latest developments in transpersonal theory, examines the Existentialist curriculum as a spiritual phenomenon, and discusses the curricular implications of (...) both Eastern and Western spirituality. (shrink)

La configuración curricular desde la atención a la diversidad en el proceso formativo universitario, resultará de la interacción de los planos cognitivo-actitudinal y procedimental. La suficiencia, recursividad y coherencia curricular son sustentos que lo convierten de proyecto predelineado a propuesta emergente en la que se planifica como un espacio de permanente construcción y reconstrucción en el que se interconectan el conocimiento conceptual, las experiencias y los sentimientos de los estudiantes. El artículo tiene como objetivo socializar los resultados alcanzados (...) en la sistematización de una concepción teórica para el desarrollo de los procesos curriculares, a partir del planteamiento de algunas ideas que lo relacionan con lo diverso que resulta el mundo universitario y que pueden constituir punto de partida para el debate sobre el diseño curricular. Curricular shaping in regard on the attention to the diversity of the university formative process will be result of the interaction of the different cognitive-attitudinal, and procedural planes. Aptitude, resourcefullness and curricular coherence are the bases that allow this preformulated project to become an emerging proposal, which is seen as a space of permanent construction and reconstruction, experiences and students´ feelings. This article aims at socializing the results obtained in the systematization process of a theoretical conception for the development of curricular processes; based on the approach of several ideas that relate it with the diversity of university sphere, and these ideas may also represent a starting point for debate about curricular design. (shrink)

This paper investigates what choices teachers made and what rationales they offered related to the inclusion and exclusion of primary source photographs for a hypothetical unit about the U.S. Civil Rights Movement in order to better understand teachers’ curricular decision-making as it relates to representing the histories of oppressed people. Elementary and secondary social studies/history teachers from three different in-service and pre-service cohorts ( n=62) selected and discarded images from a bank of 25 famous and lesser-known photographs. Their decisions (...) and explanations were coded for emergent themes. Findings reveal that these teachers tended to be guided by criteria both technical (how they might teach using a particular photograph) and philosophical (why they might teach about a particular photograph), with narrow definitions of what they deemed relevant and appropriate for their students. Their choices constructed a sanitized narrative of the Civil Rights Movement that largely avoided a discussion of racism. (shrink)

Kantian Transpositions presents an important new reading of Jacques Derrida’s writings on religion and ethics. Eddis Miller argues that Derrida’s late texts on religion constitute an interrogation of the meaning and possibility of a “philosophy of religion.” It is the first book to fully engage Derrida’s claim, in “Faith and Knowledge: The Two Sources of ‘Religion’ at the Limits of Reason Alone” to be transposing the Kantian gesture of thinking religion “within the limits of reason alone.” Miller outlines the terms (...) of this “transposition” and reads Derrida’s work as an attempt to enact such a transposition. Along the way, he stakes out new ground in the debate over deconstruction and ethics, showing—against recent interpretations of Derrida’s work—that there is an ethical moment in Derrida’s writings that cannot be understood properly without accounting for the decisive role played by Kant’s ethics. The result is the most sustained demonstration yet offered of Kant’s indispensible contribution to Derrida’s thought. (shrink)

ATIVIDADE CURRICULAR EM COMUNIDADE E SOCIEDADE E OS POVOS TRADICIONAIS: EXPERIÊNCIA DE CAMPO DO CURSO DE DIREITO DA UNIVERSIDADE FEDERAL DA BAHIA.

Research is a process that leads to new insights rupturing the existent fabric of knowledge. To prevent this process from disintegrating, its coherence must be assured. Under the heading transposition, seventeen artists, musicians, and theorists explain how one thing may turn into another in a spatio-temporal play of identity and difference that has the power to expand into the unknown. While it does not attempt to define the still evolving field of artistic research, through the idea of transposition (...) this book aims to grasp a quality increasingly important to artistic practice because representational approaches have been losing traction. Taking to heart the lessons of deconstruction, new modes of epistemic relationships are being invented that include aesthetic dimensions. Working with materially concrete positions in a manner familiar to artists can ensure that knowledge does not decay into relativism. (shrink)

For Anselm Kiefer, his painting shows that, that something exists “shows that there is also nothingness.” The moment of visibility is also the moment of our exposure in/with/through nothing (in a gerundive sense) elemental in the happening of the visible. Painting bears ways of exposing the becoming of the visible and ultimately of consciousness, both sensible and intellectual, in/through/with emptying and nothing, i.e., in the happening of the seer and the seen, in that coming into being of existing, we are (...) exposed to the insight that “there is also nothingness.” The paper offers a series of transpositions, a series of ways of experiencing visibility and vision found in looking at specific images and paintings. The transpositions expose us to blindness, emptying, gaps, and loss in the happening of the visible, which, in displacing the certainty of rational subjective seeing/consciousness, lead to the quickening of vision and the visible anew. (shrink)

This article argues that two words in line 8.612 of the Aeneid, promissa and perfecta, have been transposed since the poem's composition, and that the restoration of their correct order yields a preferable sense. This corruption would have happened at an early stage in the poem's transmission, but there is some reason to believe that Servius’ comment on the verse reflects its original state.

L’article examine la façon dont Hegel traite la représentation des attributs divins, avec référence particulière à deux questions traditionnelles : la question de leur compatibilité réciproque et le problème de l’univocité ou équivocité entre les prédicats humains et divins. Les hypothèses défendues sont les suivantes : la prétention de connaître Dieu en lui attribuant plusieurs prédicats constitue selon Hegel l’erreur fondamentale de la théologie rationnelle ; néanmoins, Hegel ne considère pas tous les attributs divins comme représentations dépourvues de noyau spéculatif (...) et donc simplement destinées à disparaître, avec le passage du niveau de la Représentation au niveau du Concept ; il affirme plutôt la correspondance des prédicats de toute-puissance, bonté, justice et sagesse, avec les déterminations du Concept ; la transposition spéculative de ces attributs divins est une partie intégrante de la « véritable théodicée » de Hegel, car elle représente une réplique – alternative à celle de Leibniz – par rapport à l’anti-théodicée de Pierre Bayle, centrée sur l’affirmation d’une contradiction insoluble entre la bonté, la toute-puissance et la justice divines ; enfin, l’éclaircissement du lien dialectique que Hegel établit entre justice et sagesse divines – à travers leur transposition spéculative – permet de mieux saisir la façon dont il conçoit le rapport entre justice humaine et justice divine, qui est ici examinée à travers une analyse de l’interprétation hégélienne du livre de Job. (shrink)

We discuss, within the framework provided by a recently developed variational method, transposition-invariant field equations for unified field theories. Systems that are, in addition, invariant under Weyl-type gauge transformations or lambda transformations are derived. It is found that in a weak field limit two of the systems contain the equations of general relativity and the covariant Maxwell equations for a charge-free region.

Fundamento: El Plan D de la carrera de Estomatología concibe la existencia de una disciplina principal integradora denominada Estomatología Integral, sobre la base de la concepción de interdisciplinariedad y la mayor flexibilización curricular. Objetivo: Realizar una valoración de la asignatura Atención Integral a la Familia II del plan D de la carrera de Estomatología. Métodos: Se realizó un estudio descriptivo transversal en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Camaguey en Mayo 2015, mediante el análisis (...) documental del plan de estudio D y programa de la disciplina integradora, se exploraron criterios de profesores sobre las potencialidades y limitaciones del diseño curricular. Fueron encuestados directivos del proceso docente y profesores de experiencia. Resultados: En los objetivos instructivos de la carrera no se incluye el referente a la Estomatología Legal, pero está recogido en los problemas de salud, en los modos de actuación del modelo del profesional y en los objetivos del 4to año donde se imparte la asignatura. La formulación del primer objetivo instructivo se considera muy general y amplia. Conclusiones: La ubicación de la asignatura es correcta en la malla curricular. Tiene suficientes horas de Educación en el trabajo y es adecuada la proporción de las actividades teóricas; como aspectos negativos contenido resalta la extensión y amplitud del tercer tema y la escasez y pobre actualización de la literatura docente. Introduction: The Curriculum D of Dentistry career conceives the existence of a main integrated discipline called Comprehensive Dentistry on the basis of the multi-disciplinary conception and the most curricular flexibility. Objective: To make an assessment of the subject Family Comprehensive Attention II Curriculum D of Dentistry career. Methods: A descriptive-transverse study was performed in the Dentistry Faculty of the University of Medical Sciences in May 2015 by means of the documentary analysis of the Curriculum D and the syllabus of the comprehensive discipline, different professors´criteria were explored about the potencialities and limitations of the curricular design. The board of directors of the teaching process as well as experienced professors were interviewed. Results: The instructive objectives of the career are not included in Legal Dentistry but they are taken into account when dealing with heath problems, the ways of behavior of the future professional and the objectives of the 4th-year subject. The formulation of the first instructive objective is considered very general and broad. Conclusions: Its location is correct bearing in mind the curricular design. It contains enough hours for the practice at dental clinics and a correct gradation of the theoretical activities, a very broad and lengthy content in topic III as well as scarce and not updated literature were the negative aspects. (shrink)

El presente artículo aborda el análisis curricular de la Lic. en Psicología de la UAQ. Valora elementos que se consideran por parte de los organismos evaluadores y acreditadores, y se recuperan los principales que deben ser atendidos en la evaluación curricular y el rediseño de las áreas de la licenciatura. Palabras clave: Análisis curricular, psicología, organismos evaluadores, organismos acreditadores, evaluación curricular.

After having been for some while the butt of conservative critics, verse transpositions in Propertius have, mainly thanks to the work of G. P. Goold, again become respectable among scholars. In his edition of Catullus, Tibullus, and Propertius J. J. Scaliger , the great archeget of the method, had subjected the other great elegist of Propertius’ generation to the same treatment,2 and in fact one of Scaliger's transpositions is supported by external evidence: 1.5.71–6 belong after 6.32; this is confirmed by (...) Ovid's imitation in Trist. 2.447ff. Trist. 2. 459–60 echo Tib. 1.6.31f. and 5.73 . That Ovid should have brought together in one distich verses from two different Tibullian poems may not seem wholly impossible, but much less likely than that the lines in Tibullus were also consecutive, in particular because the distich immediately preceding 459f. clearly refers to the situation of Tib. 1.6. (shrink)

O texto é oriundo de reflexões estabelecidas nos processos educativos dos Guarani Mbya do ES a partir das diferentes experiências dos autores como a docência no curso de Magistério Indígena – Nível Médio, no componente curricular “Conhecimento e Interculturalidade” ministrado na Licenciatura Intercultural Indígena Tupinikim e Guarani, da Universidade Federal do Espírito Santo – UFES, em formações no Projeto “Ação Saberes Indígenas na Escola” e em experiências de uma das autoras como professora Guarani. Neste sentido, a proposta está inserida (...) num diálogo colaborativo de professores não indígenas que perpassa a formação inicial e continuada de professores Guarani, com reflexões nativas de uma pós-graduanda em Antropologia Social e professora Guarani. Para tanto, operamos com o referencial teórico pós-colonial e decolonial, a teoria do discurso e reflexões de inspiração pós-estruturalista, tendo como objetivo apresentar as produções curriculares dos Guarani Mbya do ES, suas enunciações corporais no currículo e seus encontros com a escola, suas tensões, desafios e possibilidades. Palavras-chave: Currículo, Enunciação, Guarani Mbya, Corpo. (shrink)

The curriculum design, faculty characteristics, and experience of implementing masters' level international research ethics training programs supported by the Fogarty International Center was investigated. Multiple pedagogical approaches were employed to adapt to the learning needs of the trainees. While no generally agreed set of core competencies exists for advanced research ethics training, more than 75% of the curricula examined included international issues in research ethics, responsible conduct of research, human rights, philosophical foundations of research ethics, and research regulation and ethical (...) review process. Common skills taught included critical thinking, research methodology and statistics, writing, and presentation proficiency. Curricula also addressed the cultural, social, and religious context of the trainees related to research ethics. Programs surveyed noted trainee interest in Western concepts of research ethics and the value of the transnational exchange of ideas. Similar faculty expertise profiles existed in all programs. Approximately 40% of faculty were female. Collaboration between faculty from low- and middleincome countries (LMICs) and high-income countries (HICs) occurred in most programs and at least 50% of HIC faculty had previous LMIC experience. This paper is part of a collection of papers analyzing the Fogarty International Research Ethics Education and Curriculum Development program. (shrink)

Responding to research indicating unsettling results with regard to the ability of University students to recognize and reflect on questions of morality, this paper aims to discuss these issues and to introduce a promising mode of ethics instruction for overcoming such challenges. The Curricular Ethics Bowl (CEB) is a method of ethics education and assessment for a wide range of students and is a descendent of the Medical Ethics Bowl (MEB) (Merrick et al., “Introducing the Medical Ethics Bowl”). We (...) seek in this article to show the similarities of CEB to MEB and to distinguish this model from the Intercollegiate Ethics Bowl (ICEB) sponsored by the Association for Professional and Practical Ethics (Landenson 2001). The CEB institutionalizes this mode of ethics education at the program, rather than at the individual course level, and shows advantages over other ethics curricula. (shrink)

Responding to research indicating unsettling results with regard to the ability of University students to recognize and reflect on questions of morality, this paper aims to discuss these issues and to introduce a promising mode of ethics instruction for overcoming such challenges. The Curricular Ethics Bowl (CEB) is a method of ethics education and assessment for a wide range of students and is a descendent of the Medical Ethics Bowl (MEB) (Merrick et al., “Introducing the Medical Ethics Bowl”). We (...) seek in this article to show the similarities of CEB to MEB and to distinguish this model from the Intercollegiate Ethics Bowl (ICEB) sponsored by the Association for Professional and Practical Ethics (Landenson 2001). The CEB institutionalizes this mode of ethics education at the program, rather than at the individual course level, and shows advantages over other ethics curricula. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE CURRICULAR ROLE OF RUSSELl?S SCEPTICISM MICHAEL J. ROCKLER Interdisciplinary Studies in Education / National-Louis Universiry Evanston, 1L 60201, USA I n The Prospects of IndustriaL CiviLization, written in collaboration with his wife Dora, Bertrand Russell wrote: The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I (...) disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.· This passage reflects Russell's views on scepticism and education; he sought an educational system that would avoid indoctrination and would produce sceptical students. Scepticism, a central aspect of much of Russell's philosophic work, was a primary organizing principle of his writings on education. Russell, a major contributor to educational theory, produced two volumes on education that continue to have considerable relevance for teaching and learning in contemporary society. The first, Education and the Good Life (1926),2 inspired by the births of John and Katharine, focused on the education of young children. In Education and the Good Life, Russell identified the aims of education. These included the development ofvitality, the promotion of courage (which entails the absence of fear), sensitiveness and intelligence. When schools accomplish these ends, they produce young men and women of character who are able to contribute to the well-being of society. 1 (London: Allen & Unwin, 1923), p. 252. 2 Published in Britain as On Education: Especially in Early Childhood. The CurricuLar Role ofRusselL's Scepticism 51 Russell, who once stood for Parliament as suffragist candidate, believed in equality of education for both men and women. This position was well advanced for its time; it still encounters resistance today. As the Russells' children approached school age, he and Dora confronted the problem of their education. Russell did not want John and Katharine to experience the loneliness of education by tutors that he had faced as a child. He and Dora also wished to avoid conventional public schools because they wanted their children to be educated in a manner consistent with their sense of scepticism about society and about religion. Russell felt that exposure to any kind of traditional learning would cause his children to be indoctrinated with patriotic and religious points of view. On the other hand, he felt that the progressive schools that were available-including A. S. Neill's Summerhill-lacked intellectual rigour. As a result of these feelings and because of Dora Russell's interest in education, the Russells leased the estate of Bertrand's brother at Telegraph House in Sussex and founded what came to be known as Beacon Hill School in September 1927. With his experience at Beacon Hill in mind, Russell published a second book on education in I932-Education and the Modern WorLd.3 It argued against the notion of progressive educators that schooling should simply allow for natural growth. Russell rejected Rousseau's approach to teaching and learning, and he distanced himself from some of Dewey's early work as well. In Education and the Good Life, and in other early essays on learning theory, Russell had seemed impressed by the growing role of behaviourism in education. However, his experience at Beacon Hill and his reading ofpsychoanalytic literature weakened his acceptance of behaviourism. In Education and the Modern World Russell called for more awareness of the role of emotion in learning as well as an examination of the way in which repressed feelings affect action. Russell argued that conditioning cannot effectively develop character. Education and the Modern World ends on a discouraging note. Russell concludes that schools can only provide for full individual development if the state identifies its own interest with that of the 3 Published in Britain as Education and the Social Order. russell: the Journal of the Bertrand Russell Archives M.Masrer University Libraty Press n.s. 12 (summer 1992): 50-60 ISSN 0036-01631 52 MICHAEL J. ROCKLER child. Russell was pessimistic about this possibility. For this to take place, a number of things had to occur. First, farge scale wars had to be eliminated. Second... (shrink)

Fifteen years later, the topic of September 11, 2001 is slowly being woven into the U.S. curricular fabric. This paper presents an analysis of the ways current U.S. state curriculum standards treat...

ABSTRACT This article1 reports an ongoing experience involving the application of research to teaching that articulates various disciplines and curricular contexts within a Post-graduate Program in Literature and Literary Criticism. Through the use of active teaching-learning methodologies and digital information and communication technologies, we seek to put some core dilemmas of literary studies into dialogue with notions and practices of open science. Throughout this process, we laid the groundwork for a digital platform that would bring together the results of (...) research developed in the context of these various disciplines and make them readily available to their respective audiences and sociocultural territories. By raising awareness concerning the social impact of the program’s research, this report should prompt reflection on how to foster articulation between heterogeneous academic and social contexts, both within the classroom connected to other environments and in open scientific productions, accessible to different audiences. (shrink)

Integrating ethics across the curriculum is one of the ways to help get students re-engaged with society.

Desde la publicación de la encíclica Laudato si ‘(LS) del Papa Francisco en 2015, se han llevado a cabo múltiples acciones para fomentar una visión integral de la ecología en la Iglesia Católica. El objetivo fue el desarrollo de una propuesta curricular que incluye el desarrollo sostenible e integral en la enseñanza de la religión católica. El curso CHANCES ofrece un nuevo paradigma de la enseñanza de la religión católica, mostrando cómo desde ella se pueden descubrir motivaciones profundas, y (...) potenciar actitudes y virtudes, que pueden contribuir al desarrollo de competencias en sostenibilidad. (shrink)

En una aproximación cualitativa y una perspectiva analítica performativa relevamos la presencia de lenguajes musicales diversos en la educación intercultural, teniendo como caso de estudio a educadores tradicionales mapuches que incorporan dispositivos curriculares en escuelas con programas de educación intercultural bilingüe, localizadas en la ciudad de Puerto Montt. Nuestras reflexiones principales apuntan al relevamiento de estrategias etnomusicales descolonizadoras puestas en juego en el aula, en las que se evidencia la ampliación de repertorio musical en la noción tradicional del canto mapuche (...) que manifiestan los docentes. Para los y las docentes entrevistados, esta noción se abre para incluir, entre otros, algunos epewkantun, además de canciones con funciones didácticas y canciones winka, estas últimas en la forma de re-mixtura de expresiones musicales urbanas. Estas nuevas prácticas musicales apuntan a favorecer la reafirmación étnica de sus estudiantes, desde un posicionamiento de identidad mapuche urbana, en ruptura con la noción esencialista de cultura. Estas transiciones curriculares estarían constituyendo un nuevo escenario en las prácticas musicales dentro del aula intercultural, caracterizadas de manera tradicional por la incorporación de canciones políticamente ingenuas. From a qualitative approach and a performative analytical perspective, we surveyed the presence of various musical languages, taking as case of study the traditional Mapuche educators who incorporate curricular devices in schools with bilingual education programs, in Puerto Montt, Chile. Our main reflections point to survey decolonization strategies applied in the classroom, which appeal to the growth of musical repertoire extending the traditional notion of the Mapuche song. For traditional teachers, this new notion includes some epewkantun, besides songs with didactic functions, and winka songs. These new musical practices aim at favoring the ethnic reaffirmation of students from a disruptive paradigm with the essentialist notion of culture. These curricular transitions create a new framework in the musical practices in the intercultural education, characterized by the incorporation of “politically naive” songs. (shrink)

So far his weapons of defence are taken from a common armoury; but in the next verses he develops the argumentum ad hominem which was foreshadowed in ‘eques’ and ‘intra fortunam qui cupis esse tuam.’ Such promptings, says he, come strangely from Maecenas, whose own discreetness and self-repression will be famous in history, and whom he is resolved, so far as in him lies, to imitate.

We show that the representability of cylindric algebras by relativized set algebras depends on the scope of the operation transposition which can be defined on the algebra. The existence of “partial transposition” assures this kind of representability of the cylindric algebra . Further we characterize those cylindric algebras in which the operator transposition can be introduced.

In today’s world, there are more than 5000 languages and dialects in use, of which only 100 may be considered of major importance. As Dreyfuss (1972) states, inter-communication amongst them has proved not just difficult but impossible. Because a universal language would be the solution to this problem, over 800 attempts have in fact been made in the last 1000 years to develop an official second language that in time could be adopted by all major countries. Some of the most (...) recognized examples are Esperanto, Interlingua, Ido and Volapuk. However, all of them combine elements of existing languages and rely on the Roman alphabet, which reduces their applicability to certain regions of the world. The aim of this project is to explore the world of pictographic communication and develop an effective system for conveying information/knowledge on a universal scale. This would potentially bridge linguistic and cultural gaps, transcending boundaries, and thereby creating a broader vision of multiculturalism. In this sense, we find useful the notion of ‘semantography’, from the Greek word semanticos, significant meaning, and graphin, to write. The term was coined by Charles K. Bliss in 1947 to define his development of a non-alphabetical symbol writing system, based on the principles of ideographic writing and chemical symbolism. Semantography was the name of Charles K. Bliss’ proposed book for the Blissymbolic communication system. (shrink)