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Inna Semetsky [84]Inna R. Semetsky [2]
  1. 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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  2.  20
    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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  3.  14
    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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  4.  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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  5.  40
    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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  6.  26
    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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  7.  27
    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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  8.  14
    Towards a Semiotic Theory of Learning: Deleuze's Philosophy and Educational Experience.Inna Semetsky - 2007 - Semiotica 2007 (164):197-214.
  9.  26
    The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (4):433–454.
  10.  39
    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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  11.  37
    Monstrous Hermeneutics: Learning From Diagrams.Inna Semetsky - 2016 - Semiotica 2016 (212):239-258.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 239-258.
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  12.  22
    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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  13. 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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  14.  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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  15.  49
    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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  16.  11
    Peirce and Education: An Introduction.Inna Semetsky - 2005 - Educational Philosophy and Theory 37 (2):153–156.
  17.  6
    Learning by Abduction: A Geometrical Interpretation.Inna Semetsky - 2005 - Semiotica 2005 (157):199-212.
    This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clarify the paradox of new knowledge that haunted us since Plato first articulated it in (...)
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  18.  64
    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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  19.  47
    Introduction: Semiotics, Education, Philosophy.Inna Semetsky - 2007 - Studies in Philosophy and Education 26 (3):179-183.
  20.  76
    Silent Discourse: The Language of Signs and "Becoming-Woman".Inna Semetsky - 2010 - Substance 39 (1):87-102.
  21. 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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  22.  37
    The Adventures of a Postmodern Fool, or the Semiotics of Learning.Inna Semetsky - 1999 - Semiotics:477-495.
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  23.  12
    Introduction: Jung and Inclusive Education.Inna Semetsky - 2012 - Educational Philosophy and Theory 44 (1):1-5.
  24.  58
    Review of Andrew Stables: Be(Com)Ing Human: Semiosis and the Myth of Reason. [REVIEW]Inna Semetsky - 2014 - Studies in Philosophy and Education 33 (2):215-222.
  25.  23
    Sem-Analysing Events: Towards a Cultural Pedagogy of Hope.Inna Semetsky - 2007 - Studies in Philosophy and Education 26 (3):253-265.
    This paper locates the concept of learning among real-life human experiences and events. Functioning as a sign, a meaningful event can be understood in terms of a cultural extra-linguistic “text.” Reading and interpreting diverse cultural “texts” are equivalent to constructing and learning critical symbolic lessons embedded in a continuous process of our experiential, both intellectual and ethical, growth. The paper employs Julia Kristeva’s theory of the abjection and her method of semanalysis as a synthesis of philosophy, psychoanalysis and semiotics. Extending (...)
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  26.  8
    Meaning and Abduction as Process-Structure: A diagraM of Reasoning.Inna Semetsky - 2009 - Cosmos and History 5 (2):191-209.
    This paper is informed by Charles Sanders Peirce’s philosophy as semiotics or the doctrine of signs. The paper’s purpose is to explore Peirce’s category of abduction as not being limited to the inference to the best explanation. In the context of the logic of discovery, abduction is posited as a necessary although not sufficient condition for the production of meanings. The structure of a genuine sign is triadic and represents a synthesis between precognitive ideas and conceptual representations. The novel model (...)
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  27.  31
    From Design to Self-Organization, Or: A Proper Structure for a Proper Function. [REVIEW]Inna Semetsky - 2005 - Axiomathes 15 (4):575-597.
    It is suggested that Charles Sanders Peirce's triadic semiotics provides a framework for a diagrammatic representation of a sign's proper structure. The action of signs is described at the logical and psychological levels. The role of (unconscious) abductive inference is analyzed, and a diagram of reasoning is offered. A series of interpretants transform brute facts into interpretable signs thereby providing human experience with value or meaning. The triadic structure helps in de-mystifying the relations between Penrose's three worlds when the latter (...)
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  28.  56
    Reading Signs/Learning From Experience: Deleuze's Pedagogy as Becoming-Other.Ronald Bogue & Inna Semetsky - unknown
    In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value of the present-becoming, (...)
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  29.  30
    History Becomes Form: Moscow Conceptualism. By Boris Groys.Inna Semetsky - 2012 - The European Legacy 17 (3):430 - 431.
    The European Legacy, Volume 17, Issue 3, Page 430-431, June 2012.
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  30.  21
    Values, Edusemiotics, and Intercultural Dialogue: From Russia with Questions.Inna Semetsky & Sergey Gavrov - 2016 - Semiotica 2016 (212):111-127.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 111-127.
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  31.  25
    Reading Kristeva Through the Lens of Edusemiotics: Implications for Education.Inna Semetsky - 2015 - Educational Philosophy and Theory 47 (10):1069-1081.
    There are two focal points to this article. One is to address Julia Kristeva’s theoretical corpus in the context of philosophy of education. Kristeva’s notion of subject in process problematises education with its habitual emphasis on ‘product’. Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new direction in educational philosophy and theory, and Kristeva represents one contemporary French intellectual who implicitly inspired the creation, research and development of edusemiotics. The article will briefly address the (...)
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  32.  4
    The End of a Semiotic Fallacy.Inna R. Semetsky - 2000 - Semiotica 130 (3-4):283-300.
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  33. Deleuze & Guattari's A-Signifying Semiotics and Cartographies of the Unconscious: Tarot Reconceptualized.Inna Semetsky - 2002 - Synthesis Philosophica 17 (2):297-316.
  34.  20
    Response to Bogue.Inna Semetsky - 2014 - Studies in Philosophy and Education 33 (5):571-574.
    Professor Bogue is one of the major commentators on Gilles Deleuze, whose philosophical legacy constitutes an important influence on my scholarship. I am grateful to Bogue for acknowledging my usage “of Deleuze, and of so many other thinkers across a host of disciplines, [as] intriguing and powerful”. My book not only aims to demonstrate that Tarot represents edusemiotic pedagogy, but also to achieve a new understanding of its functioning. Early in the Prologue I quote Gettings (1973): “no-one has ever been (...)
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  35.  20
    Author Notes.Inna Semetsky - 2007 - Studies in Philosophy and Education 26 (3):295-296.
  36.  18
    Practical Mysticism and Deleuze's Ontology of the Virtual.Terry Lovat & Inna Semetsky - 2009 - Cosmos and History 5 (2):236-249.
    Deleuze’s philosophical method is analyzed and positioned against the background of the intellectual/religious tradition of practical mysticism that has been traveling the globe across times, places, languages, and cultural barriers. The paper argues that Deleuze’s unorthodox ontology of the virtual enables a naturalistic interpretation of the functioning of mysticism when the triad of concepts, percepts and affects is formed in accordance with the logic of the included middle.
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  37.  19
    Tarot Semiotics as Cartography of Events.Inna Semetsky - 1998 - Semiotics:38-51.
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  38.  14
    From West to East and Back Again: An Educational Reading of Herman Hesse’s Later Works.Inna Semetsky - 2013 - The European Legacy 18 (4):526-527.
  39.  22
    Introduction.Inna Semetsky - 2010 - Educational Philosophy and Theory 42 (4):385-389.
  40.  9
    Reading Deleuze Through the Lens of Hermeticism.Inna Semetsky - 2015 - Semiotica 2015 (204):429-435.
    Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 204 Seiten: 429-435.
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  41.  18
    Beyond the Modern‐Postmodern Struggle in Education: Toward Counter‐Education and Enduring Improvisation ‐ By Gur‐Ze’Ev, I.Inna Semetsky - 2007 - Educational Philosophy and Theory 39 (6):676–677.
  42.  13
    Educating for Meaningful Lives Through Existential Spirituality – By S. Webster.Inna Semetsky - 2012 - Educational Philosophy and Theory 44 (6):675-678.
  43.  4
    Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. [REVIEW]Inna Semetsky - 2017 - Educational Philosophy and Theory 49 (13):1290-1292.
  44.  5
    Deleuze's Philosophy and Jung's Psychology: Learning and the Unconscious.Inna Semetsky & Joshua Ramey - 2012 - In Jung and Educational Theory. Wiley.
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  45.  3
    The Edusemiotics of Tarot: Recovering the Lost Feminine.Inna Semetsky - 2015 - Semiotica 2015 (205):95-114.
    Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 205 Seiten: 95-114.
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  46.  2
    Reading Signs: Semiotics and Depth Psychology.Inna Semetsky - 2009 - Semiotica 2009 (176):47-63.
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  47.  1
    Jung and Tarot: A Theory‐Practice Nexus in Education and Counselling.Inna Semetsky - 2012 - In Jung and Educational Theory. Wiley.
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  48. Jung and Educational Theory.Inna Semetsky (ed.) - 2012 - Wiley-Blackwell.
    _Jung and Educational Theory_ offers a new take on Jung’s work, providing original, rich and informative material on his impact on educational research. Explores Jung’s writing from the standpoint of educational philosophy, assessing what it has to offer to theories of education Highlights Jung’s emphasis on education’s role in bringing up integrated and ethical human beings Offers the perspectives of a diversity of academics and practitioners, on topics ranging from the role of the unconscious in learning to the polytheistic classroom (...)
     
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  49. Words, Things, Signs: Semiosis and the Memories of the Future.Inna Semetsky - 2005 - Synthesis Philosophica 20 (1):193-209.
     
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