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  1.  25
    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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  2.  5
    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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  3.  9
    Rethinking Educational Theory and Practice in Times of Visual Media: Learning as Image-Concept Integration.Nataša Lacković & Alin Olteanu - forthcoming - Tandf: Educational Philosophy and Theory:1-16.
  4.  8
    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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  5. 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 as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures and any educational concept is a form (...)
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  6.  2
    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.
  7.  36
    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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  8.  1
    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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