Results for 'Inna Demeshko'

126 found
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  1.  15
    Becoming‐Language/Becoming‐Other: Whence Ethics?Semetsky Inna - 2004 - Educational Philosophy and Theory 36 (3):313-325.
  2.  15
    Becoming-Language/Becoming-Other: Whence Ethics?Semetsky Inna - 2004 - Educational Philosophy and Theory 36 (3):313–325.
    The problematics of language and communication, as pertaining to educational theory and practice, is closely connected with the understanding of human subjectivity (Biesta, 1995; Garrison, 1999). The discussion in this paper will focus on a specific philosophy of language as developed by Gilles Deleuze. In order to address some possible implications of such philosophy for moral education, this paper will position Deleuze’s philosophical thought against the background of Charles Taylor’s book The Ethics of Authenticity (1991), in which Taylor introduces his (...)
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  3.  7
    Predatory Publishing and Beall’s List: Lessons for the Countries Adapting Novel Research Evaluation Criteria.Strielkowski Wadim, Gryshova Inna & Shcherbata Maryna - 2017 - Science and Education: Academic Journal of Ushynsky University 23 (8):39-43.
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  4. A Primer on the Distinction Between Justification and Excuse.Akhilesh Kumar Singh, Jarl Ivar van der Vlugt, Serhiy Demeshko, Sebastian Dechert & Franc Meyer - 2009 - In David Papineau (ed.), Philosophy. Oxford University Press.
     
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  5.  22
    Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art–Science of Tarot. [REVIEW]Ronald Bogue - 2014 - Studies in Philosophy and Education 33 (5):563-569.
    For well over a decade Inna Semetsky has been at the forefront of an effort to introduce the thought of Gilles Deleuze into educational philosophy and theory. In her (2006) book, Deleuze, Education and Becoming, she set forth a sophisticated reading of Deleuze that drew enlightening parallels between his work and that of John Dewey and his Pragmatist predecessors. In Re-Symbolization of the Self (2011), she linked Deleuze to a very different tradition—that of Jungian psychology—and argued for the integration (...)
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  6.  9
    Sztuka Inna. O sztuce prymitywnej, naiwnej i surowej.Małgorzata Bogaczyk - 2006 - Filo-Sofija 6 (1(6)):239-256.
    Author: Bogaczyk Małgorzata Title: THE DIFFERENT ART. ON THE PRIMITIVE ART, NAÏVE ART AND ART BRUT (Sztuka Inna. O sztuce prymitywnej, naiwnej i surowej) Source: Filo-Sofija year: 2006, vol:.6, number: 2006/1, pages: 239-256 Keywords: DIFFERENT ART, PRIMITIVE ART, ART BRUT, NAÏVE ART Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail:In the sketch I show some similarities in the artist’s way of perceiving the work of art, the process of artistic creativity, and the (...)
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  7.  49
    Response to Inna Semetsky’s Review of Being Human: Semiosis and the Myth of Reason. [REVIEW]Andrew Stables - 2014 - Studies in Philosophy and Education 33 (2):223-225.
  8.  12
    Erratum To: Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art~Science of Tarot. [REVIEW]Ronald Bogue - 2015 - Studies in Philosophy and Education 34 (3):337-337.
  9.  4
    Panorama inna niż wszystkie.Bartosz Janik - 2017 - Philosophical Problems in Science 62:303-308.
    Recenzja książki: _Panorama współczesnej filozofii_, Jacek Hołówka, Bogdan Dziobkowski, Wydawnictwo Naukowe PWN, Warszawa 2016, ss. 559.
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  10.  7
    Semetsky, Inna.Tyson E. Lewis - 2013 - Educational Philosophy and Theory 45 (7):811-814.
  11. Fedon i „inna nowoczesność”.Piotr Augustyniak - 2011 - Kronos - metafizyka, kultura, religia 4 (19).
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  12. Inna droga przekroczenia filozofii podmiotu: rozum komunikacyjny kontra rozum ześrodkowany w podmiocie.Jurgen Habermas - 1986 - Colloquia Communia 27 (4-5):121-146.
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  13.  11
    Intrapersonal Conflict as a Factor of Adaptation of Students to Conditions of Teaching at Universities.Natalia Gerasimova & Inna Gerasymova - 2016 - International Letters of Social and Humanistic Sciences 70:1-7.
    Source: Author: Natalia Gerasimova, Inna Gerasymova The article reviews the current state of studying the problem of interpersonal conflict as a factor in adaptation, characterized by consideration of the relationship of these categories on two levels: intrapersonal conflict is studied as a driving force, a source of self-in the process of adaptation and as a leading indicator of complications adaptation. It is determined that the impact of interpersonal conflict in the course of adaptation depends on self-identity in a complex (...)
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  14. At the Limits of the Political: Affect, Life, Things.Inna Viriasova - 2018 - Rowman & Littlefield International.
    Offering a critical introduction to the philosophical debate on the concept of the political, this book explores recent developments in continental philosophy. Inna Viriasova engages with key contemporary thinkers including Agamben, Esposito, Henry and Meillassoux and explores the debate in the context of the Italian concept of the impolitical.
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  15.  97
    Creativity, Emergence of Novelty, and Spontaneous Symmetry Breaking.Radek Trnka, Martin Kuška & Inna Cabelkova - 2018 - In SGEM Conference Proceedings, Volume 5, Issue 2.1. pp. 203-210.
    The philosophy of mind concerns much about how novelty occurs in the world. The very recent progress in this field inspired by quantum mechanics indicates that symmetry restoration occurs in the mind at the moment when new creative thought arises. Symmetry restoration denotes the moment when one’s cognition leaves ordinary internalized mental schemes such as conceptual categories, heuristics, subjective theories, conventional thinking, or expectations. At this moment, fundamentally new, original thought may arise. We also predict that in older age, symmetry (...)
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  16.  16
    Semiotics, Edusemiotics and the Culture of Education.John Deely & Inna Semetsky - 2017 - Educational Philosophy and Theory 49 (3):207-219.
    Semiotics is the study of signs addressing their action, usage, communication and signification. Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, which is largely an applied enterprise. In this respect edusemiotics is a new conceptual framework for both theoretical and empirical studies. Edusemiotics has (...)
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  17.  72
    The Folds of Experience, Or: Constructing the Pedagogy of Values.Inna Semetsky - 2010 - 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. 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 into quality (...)
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  18. 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, (...)
     
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  19.  3
    Brain Connectivity and Neuroimaging of Social Networks in Autism.Ralph-Axel Müller & Inna Fishman - 2018 - Trends in Cognitive Sciences 22 (12):1103-1116.
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  20.  61
    Deleuze, Ethical Education, and the Unconscious.Todd May & Inna Semetsky - unknown
    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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  21.  9
    Taking the Edusemiotic Turn: A Body∼Mind Approach to Education.Inna Semetsky - 2014 - Journal of Philosophy of Education 48 (3):490-506.
    Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this article elucidates. Importantly, semiotics is not illogical but is informed by the (...)
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  22.  33
    The Problematics of Human Subjectivity: Gilles Deleuze and the Deweyan Legacy.Inna Semetsky - 2003 - 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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  23.  13
    Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry.Inna Semetsky - 2005 - 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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  24.  24
    Deleuze's New Image of Thought, or Dewey Revisited.Inna Semetsky - 2003 - 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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  25.  19
    The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (4):433–454.
  26.  19
    On the Creative Logic of Education, Or: Re‐Reading Dewey Through the Lens of Complexity Science.Inna Semetsky - 2008 - 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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  27.  11
    Towards a Semiotic Theory of Learning: Deleuze's Philosophy and Educational Experience.Inna Semetsky - 2007 - Semiotica 2007 (164):197-214.
  28.  35
    Deleuze as a Philosopher of Education: Affective Knowledge/Effective Learning.Inna Semetsky - 2009 - 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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  29.  19
    Continuities, Discontinuities, Interactions: Values, Education, and Neuroethics.Inna Semetsky - 2009 - 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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  30. From Truth to Semantics:: A Path through «Making It Explicit».Robert Brandom - 2011 - Analytica 5:111-127.
    Russian translation of Brandom R. From Truth to Semantics: A Path through «Making It Explicit» // Philosophical Issues. – 1997. – Vol. 8. Translated by Inna Byshevskaya and Renata Sukhorukova.
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  31.  14
    Experiencing Deleuze.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (3):227–231.
    The present collection constitutes what French poststructuralist philosopher Gilles Deleuze (1925–1995) dubbed rhizome, using this biological notion as a metaphor for multidirectional growth and diverse productivity irreducible to a single root representing epistemology grounded on a firm foundation for knowledge. A philosophical site, for Deleuze, consists of a multiplicity of planes including at once social, artistic, ethical, and affective dimensions. Experience is rendered meaningful not by grounding empirical particulars in abstract universals but by active experimentation on ourselves. Several of Deleuze’s (...)
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  32. The Magician in the World: Becoming, Creativity, and Transversal Communication.Inna Semetsky - 2009 - 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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  33.  9
    Rodologia: Genealogy as Therapy in Post-Soviet Russia.Inna Leykin - 2015 - Ethos: Journal of the Society for Psychological Anthropology 43 (2):135-164.
  34.  40
    The Language of Signs: Semiosis and the Memories of the Future. [REVIEW]Inna Semetsky - 2006 - 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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  35.  61
    Alexander of Aphrodisias on the Cosmos, by Charles Genequand.Inna Kupreeva - 2003 - Ancient Philosophy 23 (2):482.
  36.  30
    Reconstructing Deweyan Pragmatism: A Review Essay.Stefan Neubert - 2009 - Educational Theory 59 (3):353-369.
    In this essay Stefan Neubert argues that John Dewey was a philosopher of reconstruction and that the best use we can make of him today is to reconstruct his work in and for our own contexts. Neubert distinguishes three necessary and equally important components of the overall project of reconstructing Deweyan pragmatism: first, to make strong and productive use of the tradition; second, to establish new theoretical links in order to develop new conceptual tools; and third, to reconsider implications of (...)
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  37.  6
    Learning by Abduction: A Geometrical Interpretation.Inna Semetsky - 2005 - Semiotica 2005 (157):199-212.
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  38.  11
    Peirce and Education: An Introduction.Inna Semetsky - 2005 - Educational Philosophy and Theory 37 (2):153–156.
  39. Проблеми Управління Кредитним Ризиком Банку На Мікрорівні І Пошук Шляхів Їх Подолання.Inna Fesenko - 2014 - Схід 2 (128):52-59.
    The issues of the optimum rate between risk and profitability of bank business have been investigated. The bank operation peculiarities in risk and uncertain conditions are studied. There has been revealed a matter of risk as bank and economic term, it has been presented interlink between various risks and the necessity to improve the managerial process by bank credit risk has been justified. Practical algorithms for solving problems on possible bank credit risks prognosis have been considered and there has been (...)
     
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  40.  56
    Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning.Inna Semetsky & Joshua A. Delpech‐Ramey - 2012 - 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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  41.  39
    Introduction: Semiotics, Education, Philosophy.Inna Semetsky - 2007 - Studies in Philosophy and Education 26 (3):179-183.
  42. John Dewey and Continental Philosophy.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 (eds.) - 2010 - 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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  43.  66
    Silent Discourse: The Language of Signs and" Becoming-Woman".Inna Semetsky - 2010 - Substance 39 (1):87-102.
  44.  35
    The Adventures of a Postmodern Fool, or the Semiotics of Learning.Inna Semetsky - 1999 - Semiotics:477-495.
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  45.  9
    Introduction: Jung and Inclusive Education.Inna Semetsky - 2012 - Educational Philosophy and Theory 44 (1):1-5.
  46.  38
    Aspasius: The Earliest Extant Commentary on, Aristotle's Ethics. Essays Edited by Antonina Alberti and Robert Sharples. [REVIEW]Inna Kupreeva - 2002 - Ancient Philosophy 22 (1):219-224.
  47.  6
    Networking Mechanisms of Identity Formation.Inna Valerievna Miroshnichenko & Elena Vasilievna Morozova - 2017 - Cultura 14 (2):85-120.
  48. Alexander of Aphrodisias on Mixture and Growth'.Inna Kupreeva - 2004 - Oxford Studies in Ancient Philosophy 27:296-334.
  49. Атрибуція Топографічних Описів Харківського Намісництва Останньої Чверті XVIII Ст.Vasyl Pirko & Inna Petrova - 2011 - Схід (2(109)):106-109.
    The article is devoted to the origin problems of the topographical descriptions ofKharkovprovince of the last quarter of XVIII century and the definition of their origin bases. The historical circumstances that have been led to appearance of this groups of documents were defined by the author, the basic customer documents of realization the topographical descriptions, a number of authors of the topographical descriptions ofKharkovprovince were defined.
     
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  50.  19
    Sem-Analysing Events: Towards a Cultural Pedagogy of Hope.Inna Semetsky - 2007 - Studies in Philosophy and Education 26 (3):253-265.
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