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Inna Semetsky [223]Inna R. Semetsky [2]
  1.  20
    Inna Semetsky (2010). The Folds of Experience, Or: Constructing the Pedagogy of Values. Educational Philosophy and Theory 42 (4):476-488.
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ('3C'). The construct of '3C' education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach . The paper argues that only as embodying all three 'C's in experience can education become genuinely moral and bring the missing element of values (...)
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  2.  3
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
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  3.  10
    Inna Semetsky (2003). The Problematics of Human Subjectivity: Gilles Deleuze and the Deweyan Legacy. Studies in Philosophy and Education 22 (3/4):211-225.
    This article is part of alarger project exploring the continuity betweentwo philosophical positions – that of Frenchpoststructuralist Gilles Deleuze (1925–1995)and John Dewey – that appear at first sight tobe separated by time, place and culture. Thescope of the present paper is necessarilylimited and focuses on one aspect of theproject, namely: the problematics ofsubjectivity, or subject formation, inDeleuze's philosophy. Deleuze's position isestablished as pragmatic by virtue of itssharing the value allotted by Dewey toexperiential and experimental inquiry inphilosophy. By drawing initial parallels (...)
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  4. Inna Semetsky (2009). The Magician in the World: Becoming, Creativity, and Transversal Communication. Zygon 44 (2):323-345.
    This essay interprets the meaning of one of the cards in aTarot deck, "The Magician," in the context of process philosophy in the tradition of Alfred North Whitehead. It brings into the conversation the philosophical legacy of American semiotician Charles Sanders Peirce as well as French poststructuralist Gilles Deleuze. Some of their conceptualizations are explored herein for the purpose of explaining the symbolic function of the Magician in the world. From the perspective of the logic of explanation, the sign of (...)
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  5.  2
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
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  6.  2
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  7.  2
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  8.  2
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  9.  2
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
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  10.  2
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  11.  2
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  12.  2
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
    Name der Zeitschrift: Semiotica Heft: Ahead of print.
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  13.  8
    Inna Semetsky (2005). Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry. Educational Philosophy and Theory 37 (2):227–238.
    The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality , meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of (...)
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  14.  14
    Inna Semetsky (2010). Continuities, Discontinuities, Interactions: Values, Education, and Neuroethics. Ethics and Education 4 (1):69-80.
    This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human (...)
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  15.  5
    Inna Semetsky (2007). Towards a Semiotic Theory of Learning: Deleuze's Philosophy and Educational Experience. Semiotica 2007 (164):197-214.
  16.  12
    Inna Semetsky (2004). The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy. Educational Philosophy and Theory 36 (4):433–454.
  17.  24
    Inna Semetsky (2010). Silent Discourse: The Language of Signs and" Becoming-Woman". Substance 39 (1):87-102.
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  18.  27
    Inna Semetsky (2006). The Language of Signs: Semiosis and the Memories of the Future. [REVIEW] Sophia 45 (1):95-116.
    From the perspective of semiotics, or a science of signs, communication exceeds the usual verbal mode of expression and covers extra linguistic modes. This paper addresses a specific communicative system represented by Tarot pictures. The semiotic approach not only presents Tarot as exceeding its function as a game but also de-mystifies, in part, its occult side by virtue of the analysis of semiosis, or the action of signs in nature. Using references from the Hermetic philosophy, to Dummett, to Peirce, to (...)
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  19.  35
    Inna Semetsky & Joshua A. Delpech-Ramey (2012). Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning. Educational Philosophy and Theory 44 (1):69-81.
    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...)
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  20.  10
    Inna Semetsky (2009). Deleuze as a Philosopher of Education: Affective Knowledge/Effective Learning. The European Legacy 14 (4):443-456.
    This essay addresses Gilles Deleuze's ?pedagogy of the concept? as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the ?logic of affects? necessarily leads to the creation of novel concepts in/for experience. Still, new concepts are themselves informed by the physicality of affects thus bridging the dualistic gap of the Cartesian subject. Deleuze's neorealist position considers the objects of real experience to be both actual and virtual. Experience exceeds private sense-data; it is a milieu (...)
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  21.  14
    Inna Semetsky (2003). Deleuze's New Image of Thought, or Dewey Revisited. Educational Philosophy and Theory 35 (1):17–29.
    Richard Rorty, in his ‘Consequences of Pragmatism’ (1982), acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that ‘James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze are currently traveling’ (Rorty, 1982, p. xviii). This paper does not aim to establish who traveled the farthest along the road posited by Rorty. Instead, its purpose (...)
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  22. Paul Fairfield, James Scott Johnston, Tom Rockmore, James A. Good, Jim Garrison, Barry Allen, Joseph Margolis, Sandra B. Rosenthal, Richard J. Bernstein, David Vessey, C. G. Prado, Colin Koopman, Antonio Calcagno & Inna Semetsky (2010). John Dewey and Continental Philosophy. Southern Illinois University Press.
    _John Dewey and Continental Philosophy_ provides a rich sampling of exchanges that could have taken place long ago between the traditions of American pragmatism and continental philosophy had the lines of communication been more open between Dewey and his European contemporaries. Since they were not, Paul Fairfield and thirteen of his colleagues seek to remedy the situation by bringing the philosophy of Dewey into conversation with several currents in continental philosophical thought, from post-Kantian idealism and the work of Friedrich Nietzsche (...)
     
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  23.  8
    Inna Semetsky (2007). Introduction: Semiotics, Education, Philosophy. Studies in Philosophy and Education 26 (3):179-183.
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  24.  44
    Todd May & Inna Semetsky, Deleuze, Ethical Education, and the Unconscious.
    While teaching values is an important part of education, contemporary moral education, however, presents a set of pre-established values to be inculcated rather than comprising a critical inquiry into their possible rightness and wrongness. This essay proposes a somewhat different direction by saying that education, rather than concerning itself with the moral, should concern itself with the ethical. Although morals and ethics are usually equated, we use ethical here as posited by Gilles Deleuze's question of who we might be, based (...)
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  25.  6
    Inna Semetsky (2008). On the Creative Logic of Education, Or: Re-Reading Dewey Through the Lens of Complexity Science. Educational Philosophy and Theory 40 (1):83–95.
    This paper rereads John Dewey's works in the light of complexity theory and self‐organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical concepts are explored against the background of such founders of dynamical systems theory as Ludwig von Bertalanffy, Ervin Laszlo, and Erich Jantsch. If, in this process, Dewey's thought appears to undergo (...)
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  26.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
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  27.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  28.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  29.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  30.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  31.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  32.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  33.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  34.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  35.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  36.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  37.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  38.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  39.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  40.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  41.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  42.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  43.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  44.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  45.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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  46.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  47.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  48.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  49.  1
    Inna Semetsky (2016). Monstrous Hermeneutics: Learning From Diagrams. Semiotica.
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  50.  1
    Inna Semetsky & Sergey Gavrov (2016). Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions. Semiotica.
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