Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions

Hdl Handle:
http://hdl.handle.net/10142/609151
Title:
Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions
Authors:
Olteanu, Alin; Kambouri, Maria; Stables, Andrew
Abstract:
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 (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) 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 that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015).
Affiliation:
University of Roehampton; University of Reading
Citation:
Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions 2016 Studies in Philosophy and Education
Publisher:
Springer
Journal:
Studies in Philosophy and Education
Issue Date:
7-May-2016
URI:
http://hdl.handle.net/10142/609151
DOI:
10.1007/s11217-016-9526-3
Additional Links:
http://link.springer.com/10.1007/s11217-016-9526-3
Type:
Article
Language:
en
Description:
Accepted Date: 26/04/2016; Version: Author Manuscript / Post-Print; Exceptions: Published Gold OA, made available here in accordance with the Creative Commons Attribution 4.0 International License.
ISSN:
0039-3746; 1573-191X
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorOlteanu, Alinen
dc.contributor.authorKambouri, Mariaen
dc.contributor.authorStables, Andrewen
dc.date.accessioned2016-05-12T08:36:30Zen
dc.date.available2016-05-12T08:36:30Zen
dc.date.issued2016-05-07en
dc.identifier.citationPredicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions 2016 Studies in Philosophy and Educationen
dc.identifier.issn0039-3746en
dc.identifier.issn1573-191Xen
dc.identifier.doi10.1007/s11217-016-9526-3en
dc.identifier.urihttp://hdl.handle.net/10142/609151en
dc.descriptionAccepted Date: 26/04/2016; Version: Author Manuscript / Post-Print; Exceptions: Published Gold OA, made available here in accordance with the Creative Commons Attribution 4.0 International License.en
dc.description.abstractThis 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 (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) 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 that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015).en
dc.description.provenanceSubmitted by Anne Pietsch (a.pietsch@roehampton.ac.uk) on 2016-05-12T08:36:01Z No. of bitstreams: 3 Predicating from an Early Age.pdf: 489267 bytes, checksum: 3e25189811a4cbd791ee19c86b1a9d58 (MD5) license_text: 21818 bytes, checksum: b19767193fa05eb8852808b812c188a0 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5)en
dc.description.provenanceApproved for entry into archive by Anne Pietsch (a.pietsch@roehampton.ac.uk) on 2016-05-12T08:36:29Z (GMT) No. of bitstreams: 3 Predicating from an Early Age.pdf: 489267 bytes, checksum: 3e25189811a4cbd791ee19c86b1a9d58 (MD5) license_text: 21818 bytes, checksum: b19767193fa05eb8852808b812c188a0 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5)en
dc.description.provenanceMade available in DSpace on 2016-05-12T08:36:30Z (GMT). No. of bitstreams: 3 Predicating from an Early Age.pdf: 489267 bytes, checksum: 3e25189811a4cbd791ee19c86b1a9d58 (MD5) license_text: 21818 bytes, checksum: b19767193fa05eb8852808b812c188a0 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2016-05-07en
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttp://link.springer.com/10.1007/s11217-016-9526-3en
dc.rightsArchived with thanks to Studies in Philosophy and Educationen
dc.titlePredicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptionsen
dc.typeArticleen
dc.contributor.departmentUniversity of Roehampton; University of Readingen
dc.identifier.journalStudies in Philosophy and Educationen
This item is licensed under a Creative Commons License
Creative Commons
All Items in RURR are protected by copyright, with all rights reserved, unless otherwise indicated.