Biological Pedagogy as Concern for Semiotic Growth

Biosemiotics 7 (1):73-88 (2014)

Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking growth seriously. What emerges is a reflexive biosemiotics that has humans explicitly concerned with the in situ emergence of new signification in themselves and in other organisms. This requires we take a pedagogical stance in our attitudes and practices towards other species, which we can enrich with insights derived from re-interpreting traditional empirical studies. By freeing the habit-forming process from confining stereotype, a biological pedagogy can enable a more fluid and creative biosphere, unencumbered to explore unfolding possibilities in semiotic space
Keywords Biological pedagogy  Pedagogical stance  Intentional stance  Dewey  Growth  Semiotic growth  Interspecies education  Semethic interaction  Learning
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DOI 10.1007/s12304-013-9178-4
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References found in this work BETA

What is It Like to Be a Bat?Thomas Nagel - 1974 - Philosophical Review 83 (October):435-50.
When Species Meet.Donna J. Haraway - 2007 - Univ of Minnesota Press.

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Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2019 - Studies in Philosophy and Education 38 (3):291-317.
Deweyan Education and Democratic Ecologies.Ramsey R. Affifi - 2014 - Educational Studies: Journal of the American Educational Studies Association 50 (6):573-597.

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