Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
Now as eBook! Educational Semiotics is a highly original work of scholarship. In four ingeniously designed studies, Tochon demonstrates how semiotic analysis can be used to deconstruct the professional learning experiences of preservice teachers. These studies offer startling insights into the creative application of semiotic methods and the understanding of long standing issues in teacher education. See here for a free sample: https://www.smashwords.com/books/view/521243
2013 •
In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts. First of all, in his concise but brilliant introductory comments, Tochon clearly debunks the potential notion that semiotics might provide yet another methodological tool in the toolkit of educational researchers. Drawing skillfully on the work of Peirce, Deely, Sebeok, Merrell, and others, Tochon shows us just how fundamentally different semiotic research can be when compared to the modes and techniques that have dominated educational research for many decades. That is, he points out how semiotic methods can provide the capability for both students and researchers to look at this basic and fundamental human process in inescapably transformational ways, by acknowledging and accepting that the path to knowledge is, in his words “through the fixation of belief.” But he does not stop there – instead, in four brilliantly conceived studies, he shows us how semiotic concepts in general, and semiotic mapping in particular, can allow both student teachers and researchers alike insights in these students’ development of insights and concepts into the very heart of the teaching and learning process. By tackling both theoretical and practical research considerations, Tochon has provided the rest of us the beginnings of a blueprint that, if adopted, can push educational research out of (in the words of Deely) its entrenchment in the Age of Ideas into the new and exciting frontiers of the Age of Signs. - Gary Shank, Duquesne University
2013 •
In his monograph on Educational Semiotics, Francois Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts. First of all, in his concise but brilliant introductory comments, Tochon clearly debunks the potential notion that semiotics might provide yet another methodological tool in the toolkit of educational researchers. Drawing skillfully on the work of Peirce, Deely, Sebeok, Merrell, and others, Tochon shows us just how fundamentally different semiotic research can be when compared to the modes and techniques that have dominated educational research for many decades. That is, he points out how semiotic methods can provide the capability for both students and researchers to look at this basic and fundamental human process in inescapably transformational ways, by acknowledging and accepting that the path to knowledge is, in his words “through the fixation of belief.” But he does not stop there – instead, in four brilliantly conceived studies, he shows us how semiotic concepts in general, and semiotic mapping in particular, can allow both student teachers and researchers alike insights in these students’ development of insights and concepts into the very heart of the teaching and learning process. By tackling both theoretical and practical research considerations, Tochon has provided the rest of us the beginnings of a blueprint that, if adopted, can push educational research out of (in the words of Deely) its entrenchment in the Age of Ideas into the new and exciting frontiers of the Age of Signs. - Gary Shank, Duquesne University
Educational Philosophy and Theory
Semiotics, Edusemiotics and the culture of education2016 •
Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). 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 also been given the status of being a new branch of theoretical semiotics and it was launched as such at the 12th World Congress of the International Association for Semiotic Studies in September 2014 at the New Bulgarian University in Sofia. The article presents ‘semiosis’ as the action of signs across culture AND nature and posits ‘learning’ in terms of developing semiotic consciousness and semiotic competence. Semiosis is a process and as such it defies the Cartesian philosophy of substance-dualism that still informs the culture of education. The paper focuses specifically on university education permeated by disciplinary boundaries and the fragmentation of knowledge grounded in objective science inherited from modernity. Where is semiotics as the science of signs (or relations) in the context of academic culture? The authors conclude by affirming the transdisciplinary character of semiotics and edusemiotics and specify the distinctive focal points of transdisciplinary knowledge afforded by edusemiotics.
Éducation et Didactique
On semiotics and education2013 •
A “semiotic approach” to education, that is an educational approach that draws from semiotics, cannot consist in the mere amalgamation of a semiotic theory and an educational one. In this article, I argue that the manner in which semiotics can contribute to education is mediated by the epistemological assumptions that underpin educational theories and the extent to which those assumptions can be cast in, and even be transformed by, semiotic concepts and constructs. After discussing the epistemic role of signs in two major epistemological theories (Leibniz’s and Piaget’s), I present an example of a semiotic approach to education that I illustrate around a classroom teaching-learning episode.
"Semiotics Education Experience" is a collection of fifteen essays edited by Inna Semetsky that explores semiotic approaches to education: semiotics of teaching, learning, and curriculum; educational theory and philosophies of Dewey, Peirce, and Deleuze; education as political semiosis; logic and mathematics; visual signs; semiotics and complexity; semiotics and ethics of the self. This is a landmark collection of cross-disciplinary chapters by international scholars that mark out the appeal and significance of a semiotic approach to education. As Marcel Danesi reminds us in the Foreword, Vygotsky construed learning theory as the science of signs. Semetsky's collection should be widely read by students and scholars in education, philosophy, futures studies, cultural studies, and related disciplines. It deserves the widest dissemination. - Michael A Peters, Professor, University of Illinois at Urbana-Champaign; Editor, Educational Philosophy & Theory and Policy Futures in Education. With her latest collection, Inna Semetsky has once again deftly organized a series of nuanced reflections on semiotics and pedagogical issues that touch upon vital philosophical, political, communicational, visual and interdisciplinary matters of enduring relevance. - Gary Genosko, Editor, The Semiotic Review of Books and Canada Research Chair, Lakehead University.""
2015 •
The book is co-authored with Andrew (Andy) Stables. The book received a 2015 book award from the Philosophy of Education Society of Australasia. Edusemiotics is a novel concept that addresses an emerging field of inquiry, educational semiotics, as a philosophy of/for education. Using "sign" as a minimal unit of analysis, edusemiotics amalgamates philosophy, educational theory and semiotics. The book comprises 12 chapters that investigate the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, transformative and lifelong education, pedagogy and policy-making, and interrogating an important premise that still haunts contemporary educational philosophy: Cartesian dualism. The book analyses the intellectual legacy of philosophers including John Dewey, Charles Sanders Peirce, Ludwig Wittgenstein, Gilles Deleuze, Julia Kristeva, Jean-Francois Lyotard and Jaques Derrida, demonstrating the importance of their conceptualisations for developing educational semiotics. In defiance of Cartesian dualism and the fragmentation of knowledge that still inform education, it offers a unifying paradigm for education as edusemiotics and emphasise ethical education in compliance with the semiotic unity between knowledge and action. Edusemiotics comprises chapters that contain accessible discussions in the context of educational philosophy and theory, crossing the borders between logic, art, communication and social science, together with a provocative theoretical critique. It will appeal to an academic readership in education, philosophy, cultural studies, while also being an inspiring resource for students and a foundational text in the schools of education world-wide..
Everything within the learning setting holds the potential for learning and teaching. A significant, often overlooked source for accessing new information lies in the learner's knowledge and use of cultural values, habits and norms. In addition to listening and reading texts, learning takes place through daily interaction with building and communication structures. These structures are representations of cultural values that are read by all who inhabit learning settings. They are structures that teach. The messages of these structures remain with students long after they leave learning settings. Like language, knowledge of culture serves as an everyday and ever-ready resource for information about how to gather and share knowledge and ideas about how learning proceeds. This article describes the value of documenting some of the environmental messages of these structures using a semiotic interpretive research approach. Semiotics explores the signs and systems of signification tha...
Journal of Educational Supervision
Semiotic Analysis of a Foundational Textbook Used Widely Across Educational Supervision2021 •
Antony Anghie, B.S. Chimni, Michael Fakhri, Karin Michelson, Vasuki Nesiah (eds), Third World Approaches to International Law Handbook (Elgar, in preparation)
TWAIL Coordinates: A Sensibility to Think and Do the World Anew2023 •
2002 •
2024 •
Journal of Chromatography B: Biomedical Sciences and Applications
Application of the desulfurization of phenothiazines for a sensitive detection method by high-performance liquid chromatography1994 •
Brazilian Journal of Infectious Diseases
Multiple organ failure in septic patients2001 •
Drug Metabolism and Disposition
Influence of P-Glycoprotein, Transfer Clearances, and Drug Binding on Intestinal Metabolism in CACO-2 Cell Monolayers or Membrane Preparations: A Theoretical Analysis2003 •
Estudos Avançados
Governança da água na Região Metropolitana de São Paulo - desafios à luz das mudanças climáticas2021 •
medRxiv (Cold Spring Harbor Laboratory)
Health-Related Effects of Real-Time Circuit Tele-Training and Gym Resistance-Aerobic Training in Ambulatory Adults with Cerebral Palsy2024 •
Occupational Medicine
A review of occupational disease surveillance systems in Modernet countries2015 •