37 found
Order:
  1.  5
    Edusemiotics: Semiotic Philosophy as Educational Foundation.Andrew Stables & Inna Semetsky - 2014 - Routledge.
    _Edusemiotics_ addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and continental traditions. This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and lifelong education, leadership and policy-making, (...)
    Direct download  
     
    Export citation  
     
    Bookmark   6 citations  
  2.  18
    Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Andrew Stables (ed.) - 2008 - Continuum International.
    This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes.
    Direct download  
     
    Export citation  
     
    Bookmark   10 citations  
  3.  26
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  4.  21
    Who Drew the Sky? Conflicting Assumptions in Environmental Education.Andrew Stables - 2001 - Educational Philosophy and Theory 33 (2):245–256.
  5.  50
    Lost in Space? Located in Place: Geo‐Phenomenological Exploration and School.Ruyu Hung & Andrew Stables - 2011 - Educational Philosophy and Theory 43 (2):193-203.
    This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  6.  39
    Environmental Education and the Discourses of Humanist Modernity: Redefining Critical Environmental Literacy.Andrew Stables & William Scott - 1999 - Educational Philosophy and Theory 31 (2):145–155.
  7.  17
    Peirce and Rationalism: Is Peirce a Fully Semiotic Philosopher?Andrew Stables - 2014 - Journal of Philosophy of Education 48 (4):591-603.
    While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind-body divide that both permeates and separates classical rationalism and empiricism, he himself is read in (...)
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  8.  19
    Semiosis, Dewey and Difference: Implications for Pragmatic Philosophy of Education.Andrew Stables - 2008 - Contemporary Pragmatism 5 (1):147-161.
    A fully semiotic perspective on living and learning draws on poststructuralism in seeing meaning and learning as deferred, and avoids mind-body substance dualism by means of collapsing the signal-sign distinction. This article explores the potential for, and constraints on the 'sign' as a meaningful unit of analysis for universal application among the human sciences. It compares and contrasts this fully semiotic approach with the educational philosophy of John Dewey, concluding that if Dewey had problematized the signal-sign distinction, his legacy for (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  9.  29
    Post‐Humanist Liberal Pragmatism? Environmental Education Out of Modernity.Andrew Stables & William Scott - 2001 - Journal of Philosophy of Education 35 (2):269–279.
  10.  12
    Post-Humanist Liberal Pragmatism? Environmental Education Out of Modernity.Andrew Stables & William Scott - 2001 - Journal of the Philosophy of Education 35 (2):269-279.
  11.  10
    Changes in Preference for and Perceptions of Relative Importance of Subjects During a Period of Educational Reform.Andrew Stables & Felicity Wikeley - 1997 - Educational Studies 23 (3):393-403.
    This research formed phase 1 of the Economic and Social Research Council project ‘Pupils’ Approaches to Subject Option Choices’ and is a near repeat of a project carried out in the mid-1980s, thus allowing for a comparison of approaches to subject choice a decade apart, comparing the situation pre- and post-National Curriculum implementation. The simple two-part questionnaire, completed by 1600 children in 11 schools, shows the differences across time and between-school differences in subject preference, but little instability in perceptions of (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  12.  23
    In Search of the Environmentalist Way: Beyond Mending the Machine.Andrew Stables - 2017 - Educational Theory 67 (4):417-433.
    In this essay, Andrew Stables notes that philosophies such as existentialism, humanism, and environmentalism come in either exploratory or active forms: that is, one can study the nature of existence or the human, or one can ascribe to a way of life in an attempt to improve the world. Among the major influences on active environmentalist thought are humanism, socialism, posthumanism, and post- colonialism. In many cases, however, such ways of thinking can be as damaging or unsuccessful as they may (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  12
    Paradox in Compound Educational Policy Slogans: Evaluating Equal Opportunities in Subject Choice.Andrew Stables - 1996 - British Journal of Educational Studies 44 (2):159-167.
    This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  14.  30
    Edusemiotics as Process Semiotics: Towards a New Model of Semiosis for Teaching and Learning.Andrew Stables - 2016 - Semiotica 2016 (212):45-57.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 45-57.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  15.  38
    The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage.Andrew Stables - 2009 - Studies in Philosophy and Education 28 (1):3-14.
    From a cultural-historical perspective, nature and nurture are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare and in the Romantic tradition, and argues that while our Romantic inheritance problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  16.  26
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl’s Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology 8 (sup1):1-8.
    Given the tendency for the “lifeworld approach” to be adopted in the domain of environmental theory and education without critical examination of the key concept “lifeworld”, this paper attempts to elucidate the ambiguity apparent in Husserl’s development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  17.  17
    The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage.Andrew Stables - 2009 - Studies in Philosophy and Education 28 (1):3-14.
    From a cultural-historical perspective, nature and nurture are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare and in the Romantic tradition, and argues that while our Romantic inheritance problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  18. Response to Gert Biesta’s Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Andrew Stables - 2010 - Studies in Philosophy and Education 29 (6):587-589.
  19.  22
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl's Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-8.
    Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...)
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  20.  14
    The Song of the Earth: A Pragmatic Rejoinder.Andrew Stables - 2010 - Educational Philosophy and Theory 42 (7):796-807.
    In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involving a sense of immediate response to nature, than if we do not. This has (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  21.  7
    От семиозиса к социальной политике.Andrew Stables - 2006 - Sign Systems Studies 34 (1):133-133.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  22.  71
    Response to Inna Semetsky’s Review of Being Human: Semiosis and the Myth of Reason. [REVIEW]Andrew Stables - 2013 - Studies in Philosophy and Education 33 (2):223-225.
  23.  22
    Proximity and Distance: Moral Education and Mass Communication.Andrew Stables - 1998 - Journal of Philosophy of Education 32 (3):399–407.
  24. Liberalism, Sustainability, Security, Learning : Framing the Issues.Stephen Gough & Andrew Stables - 2008 - In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge. pp. 127.
     
    Export citation  
     
    Bookmark  
  25.  27
    Sustainability and Security Within Liberal Societies: Learning to Live with the Future.Stephen Gough & Andrew Stables (eds.) - 2008 - Routledge.
    Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  26.  3
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  27.  13
    After Postmodernism in Educational Theory?Andrew Stables - 2018 - Educational Philosophy and Theory 50 (14):1568-1569.
  28.  17
    Introduction.Andrew Stables - 2009 - Studies in Philosophy and Education 28 (1):1-2.
  29.  17
    From Semiosis to Social Policy: The Less Trodden Path.Andrew Stables - 2006 - Sign Systems Studies 34 (1):121-133.
    The argument moves through three stages. In the first, the case is made for accepting ‘living is semiotic engagement’ as ‘a foundational statement for a postfoundational age’. This requires a thoroughgoing rejection of mind-body substance dualism, and a problematisation of humanism. In the second, the hazardous endeavour of applying the above perspective to social policy begins with a consideration of the sine qua non underpinning such an application. These are posited as unpredictability of outcomes and blurring of the human/non-human boundary. (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  30.  22
    Can ‘Sensibility’ Be Re-‘Associated’? Reflections on T.S. Eliot and the Possibility of Educating for a Sustainable Environment.Andrew Stables - 2008 - Ethics and Education 3 (2):161-170.
    The paper considers T.S. Eliot's 'dissociation of sensibility' thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators can, and should, find greater synergies between arts and science, and theoria and praxis, despite continuing pressures (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  31.  10
    Maximal Preference Utilitarianism as an Educational Aspiration.Andrew Stables - 2016 - Ethics and Education 11 (3):299-309.
    This paper attempts to square libertarian principles with the reality of formal education by asking how far we should and can allow people to do as they wish in educational settings. The major focus is on children in schools, as the concept ‘childhood’ ipso facto implies restrictions on doing as one wishes, and schools as institutions entail inevitable constraints. Children by definition tend to enjoy stronger protection rights but weaker liberty rights than adults. A local preferential calculus is developed as (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  32.  7
    Märgiprotsessist Sotsiaalpoliitikani.Andrew Stables - 2006 - Sign Systems Studies 34 (1):134-134.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  33.  2
    Environmental Ethics and Ontologies: Humanist or Posthumanist? The Case for Constrained Pluralism.Andrew Stables - 2020 - Journal of Philosophy of Education 54 (4):888-899.
    Journal of Philosophy of Education, EarlyView.
    Direct download  
     
    Export citation  
     
    Bookmark  
  34.  5
    Synthetic Synchronisation: From Attention and Multi-Tasking to Negative Capability and Judgment.Andrew Stables - 2013 - Ethics and Education 8 (2):192-200.
    Educational literature has tended to focus, explicitly and implicitly, on two kinds of task orientation: the ability either to focus on a single task, or to multi-task. A third form of orientation characterises many highly successful people. This is the ability to combine several tasks into one: to ‘kill two birds with one stone’. This skill characterises people with initiative, who exercise judgment, deliberation and creative imagination in their personal organisation. The motivation to work in this way indicates personal commitment (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  35. Notes on Contributors_724 812.. 811.Andrew Stables & Janis John Talivaldis Ozolinš - 2010 - Educational Philosophy and Theory 42 (7).
     
    Export citation  
     
    Bookmark  
  36.  11
    Teachers' Beliefs and Practices in Relation to Their Beliefs About Questioning at Key Stage 2.Cigdem Sahin, Kate Bullock & Andrew Stables - 2002 - Educational Studies 28 (4):371-384.
    This study examines the relationship between teachers' beliefs and their practices at Key Stage 2 (ages 7-11) in relation to the use of questioning. Data were collected from interviewing and observing Key Stage 2 teachers at four schools in the West of England. A Straussian approach to grounded theory is followed broadly in order to analyse the data. In contrast to the findings of previous studies, which suggested a mismatch between teachers' beliefs and practices in that teachers, in certain respects, (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  37.  1
    Semiotics and Transitionalist Pragmatism.Andrew Stables - 2019 - Journal of Philosophy of Education 53 (4):773-787.